Cultural Values And Stereotypes Of Asian American Students Essay

Cultural Values And Stereotypes Of Asian American Students Essay

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The source of this discourse can be attributed to global biases and stereotypes of Asian American students. Asian American students are stereotyped for being model students when it comes to education. Most of this academic achievement has been attributed to Asian cultural values that promote educational endeavors. Culture is a major explanation for achievement differences. The article,” Asian-American educational achievements: A phenomenon in search of an explanation” states, “demands and expectations for achievement and upward mobility, induction of guilt about parental sacrifice and the need to fulfill obligations” (Sue, S., & Okazaki, S., 2009), implying that those are key contributors to why Asian families promote educational achievements. This is what the study was based around. Several measures were taken to analyze the impact of culture on education. The researchers analyzed __________. The findings indicated that the correlation between cultural values and achievement were actually low. These factors were more influenced by motivation and effort. In addition to this differences between each Asian population should be analyzed. Differences between different Asian groups, overseas Asians, and Asian Americans should all be viewed and approached differently. Finally, educational achievement is completely subjective. Perception, expectation, and belief over opportunities for other areas of mobility may be important to further analyze between each individual.
This idea of a model minority stereotype is one that is very apparent when speaking of the notion of Asian Americans. The stereotypical image has become apparent because of the associations with academics that are placed upon these individuals. For example the article,” Mo...


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...re and stereotypes. “Balancing pressure from society, as well as from their own parents who may not provide adequate support, can be daunting for many at-risk students, as illustrated through Andy’s story” (Wexler, J., & Pyle, N., 2012). In addition with the school 's failure to offer the same dropout prevention protocols, allowed Andy to drop out without even being noticed. With all the red flags of an “at risk” student, Andy was overlooked due to Asian American stereotypes. Andy imparts us with very important information that is essential to giving students equal resources. Andy states, “Getting fully involved in students’ lives is a necessary step if you really want a permanent improvement for at risk students”. Simply getting involved in Andy’s life or any Asian American child who may be struggling through education unnoticeably could greatly impact their lives.

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