Joyce Ling
Growing up as an Asian American in a school system that expected you would achieve high grades almost seemed normal. These unsuspecting forces of the stereotype of the model minority identity shape the educational path of many students. Is this identity in fact something that compels and works for all Asian Americans? Are Asian Americans more successful than other students? According to educational scholars like Bob Suzki and Ki- Taek Chun, who both tackled the idea of the myth of Asian American student success and its ramifications, Asian American students do do relatively well compared to other students. However research suggest that this myth of Asian American success is actually unreliable and untrue. Why is this the case and what are the effects of this identity when it comes to higher education and the admission process?
Because the idea of the model minority identity is a myth, we must dive deeper into why this identity was establish and how it became so prevalent and dominates our education system. While a part of my research looks into empirical research of how Asian American students rank compared to their counterparts, numbers do not tell the whole story. Empirical data is a major force in why this myth is so deep engrained and why this myth is perpetrated so often. This thesis will look into the reasoning and implications behind the validity of the model minority identity and the myth behind Asian American success. By looking into the history of Asian American education, the culture and social aspects of Asian American students, we can better understand the implications of the model minority.
