Author: Joyce Ling
A+ Asian Americans: The Myth of the Model Minority
The stereotype of the model minority identity shapes the educational path of many Asian Americans in a school system that expects nothing less. Are Asian American students more successful than other students? Though Asian American students might be the model minority in terms of educational success, I argue that the stereotype can be especially damaging. According to education scholars, who both tackled the idea of the myth of Asian American student success and its ramifications, Asian American students indeed do relatively well compared to other students. However, research suggests that this myth of Asian American success hurts Asian Americans who aren’t succeeding and fall behind the pack. Why is this the case and what are the effects of this identity when it comes to higher education and the college admissions process?
Because the idea of the model minority identity is a myth, we must dive deeper into why this identity was established, how it became so prevalent, and why it dominates our education system. Some believe that the myth Asian American success was created to invalidate the voices of Asian Americans when they protested the inequalities that they faced. Sources for my research will include empirical data on how Asian American students rank compared to their counterparts, as well as the number of Asian American students who are struggling to live up to this ideal. Other sources will include research done by scholars who have spent years looking into the notion of Asian American success as a myth and it’s damaging effects.
Abstract
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.
Course: Model Minority Identity and how it affects Chinese American Students in American Education.
Course description:
Chinese Americans have their own set of stereotypes when it comes to education. Asians are smart. Asians are hardworking. Asians are great at math. This course aims to discuss how Chinese culture play a role in Chinese American education and how Chinese culture might be seen to encapsulate the model minority stereotype. It will look at how the history of Chinese students in American educational systems as well as how filial piety based family structure effects how Chinese students are brought up. Is is where model minority stereotype comes from? The course aims to dissect this identity and discuss if this identity helps Chinese American students succeed or does it actually put them at a disadvantages and the ramifications of the “myth of Asian American success” Continue reading Course: Model Minority Identity and how it affects Chinese American Students in American Education.
Course: Model Minority Identity and how it affects Chinese American Students in American Education.
Course description:
Chinese Americans have their own set of stereotypes when it comes to education. Asians are smart. Asians are hardworking. Asians are great at math. This course aims to discuss how Chinese culture play a role in Chinese American education and how Chinese culture might be seen to encapsulate the model minority stereotype. It will look at how the history of Chinese students in American educational systems as well as how filial piety based family structure effects how Chinese students are brought up. Is is where model minority stereotype comes from? The course aims to dissect this identity and discuss if this identity helps Chinese American students succeed or does it actually put them at a disadvantages and the ramifications of the “myth of Asian American success” Continue reading Course: Model Minority Identity and how it affects Chinese American Students in American Education.
Chinese immigrant students and social/ political differences while studying abroad
Chinese immigrant students going abroad to travel usually run into problems both socially and educationally. Chinese culture is generally different from most European and American cultures. Chinese cultures are more collectivistic and more reserved than European and American cultures, which brag about the individualistic natures students. In Chinese cultures, students are told to try to not stand out and to be more reserved in thought. These culture clashes impede Chinese immigrant students from succeeding in other countries. Professors have used other students studying abroad to their advantages by asking foreign students for advice in order to put together a culturally sensitive class to ready their Chinese students for other countries expected norms.
Examples of Chinese students that unable to thrive in other school settings are that Chinese students are more likely to not participate in class or they are less likely to raise their hand to ask questions even if the professor asks for questions. In American schools, participation is sometimes considered a grading point. How do we make studying in different countries more effective for all students especially when cultures are completely different? How do we become culturally fluent to serve students effectively?
