There is a phenomenon happening in most schools throughout the country. Asian students as young as seven years olds are labeled as gifted and enrolled in various accelerate programs to further develop their talents. Certainly, most of these students are deserving of the honorable recognition. However, many skeptics do question how many of them are viewed as exceptional students based upon the stereotype: they are genetically smarter than their non-Asian peers.
For many researchers, the notion of Asian students are hereditary more intelligent than other race groups as believes by Arthur Jensen, an educational psychologist, is not a valid explanation for why Asian students perform better than their counterparts. While it is evident that Asians do earn higher school grade point averages and participate in more advance high school classes, many argue that such merits are earned through hard work and discipline, not heredity.
There are many factors which contribute to the success of these “super-achievers.” Many of them are willing to limit social and leisure activities in order to allocate more time in studying and preparing their school work. In a recent study directed by California sociologist Sanford Dornlush, it indicates Asian students spend an average of four more hours a week in homework than other groups. Furthermore, they
are taught by their parents that determination and persistency are the keys to academic achievements. In addition, many Asian parents are extremely involved and invested in their children’s education. For many first-generation immigrant and refugee parents, they believe the way to realize the American dream is through higher education and professional status. They encourage t...
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In the end, it is up to Asian-Americans to discredit the positive and negative stereotypes. By assimilating with other race groups, Asian-Americans will gain more understanding from their non-Asian peers. In addition, when Asians are more forth-coming with their struggles, it will unmask the myth of perfection and allow others to see them as an individual.
Brand, David. “Education: The New Whiz Kids.” Time Magazine. CNN, 31 Aug. 1987. Web. 11 Jul. 2010
Chin, Melissa. “Why Being ‘Good at Math’ Can Be a Bad Thing: Perpetuating model minority stereotypes leads to resentment and anger toward Asian Americans.” AsianWeek. AsianWeek, 30 May 2008. Web. 11 Jul. 2010
Dailey, Kate. “Stereotypes impact academics, study finds” The Daily Collegian Online News. Collegian Inc., 1 Mar. 1999. Web. 11 Jul. 2010
These capabilities do not associate with our race, but they do associate with family upbringing possibly relating to the culture that family originated from. Controversial writer Amy Chua opens her rhetorical analysis essay. “Why Chinese Mothers Are Superior” by claiming; “A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies…” (Chua). The Chinese among a few other cultures have been known for demanding academic excellence from their children. These children typically are considered the top of their classes’ at all academic levels, even when they enter adulthood in a higher education setting. They frequently bring their academic capability to the law, medical, science, technology, and engineering fields. In addition some of those skills with others on their academic journey in the form of tutoring and study groups. This isn’t to say anyone one else from any other lineage can’t achieve the same feat or perform at the same level. But the Chinese place a cultural focus point and academics to place an emphasis on the future for their children. That cultural focus point truly benefits the rest of society in the United States. The same fashion exemplified here with people of Chinese decent, all cultures present in our melting
“The stereotype that “Asians are smart” becomes “Asians are smart only because they are Asian” (Yook). The essay “Positive Stereotypes Are Hurtful Too” written by Hailey Yook shows how the author is affected by this act towards her race. Like mentioned before, some people believe racism does not exist. But this essay proves that it does because even what people may consider “compliments”, can be insults due to labeling and not recognizing the actual work. That is how Yook feels, she feels like just because she is Asian people already know what to expect, but do not look at all she has to
As a minority, coming from an international country to a foreign nation has been the most crucial decision that my family has concluded to live the possibility of the "American Dream". However, growing up as an Asian-American student wasn’t simple; I was faced with the challenge of malicious racial slurs, spiteful judgment, and unjustified condemnation that attacked my family's decision to come to America.
In the beginning when Asians came to America, they had started out with nothing, no foundation, and no help. All they could do was work hard to create a better life with their own hands, someday, in hope that they will succeed. Back in the 1800’s, during the gold rush days, Americans were displeased with the amount of Asian immigrants who came and took their jobs. Since then, Asians were able to survive and to achieve a great amount of success in the US. In order to catch up along with the rest of the world, the government created an example for their own people, known as the model minority. The model minority is a stereotype suggests that Asian Americans are “more academically, economically, and socially successful than any other racial minority groups.” (Yoo) In today’s world, Asian Americans are known to be “culturally — even genetically — endowed with the characteristics that enable them to succeed in American society.” (Wu) Model minority refers to a racial minority that serves a good example to be followed and compared for all other race; therefore, Asian Americans are characterized to it as one. If an Asian American is successful and smart, then it must be true about the whole Asian race. It creates false assumptions that every Asian is the same, which can discriminate and stereotype all Asian Americans who doesn’t belong in the category. This creates an unfair and unjust disadvantage and treatment towards Asian Americans who are targeted as one, in other words, it’s a problem that their needs and aids are ignored by society.
In 1970, the term “model minority” was popularized by journalists, social commentators and some academics to refer to Asian Americans. The stereotype suggests that Asian Americans are more academically, economically and socially successful than any other racial minority groups, and it was achieved by overcoming disadvantages through hard work, thrift, strong family ties, and emphasizing children’s education. Contrary to this popular belief by Americans, the exaggerated praising of Asian Americans as the model minority is false. This positive image of Asian Americans as a model minority has a sinister core of believe about Asian Americans and other racial minorities in America: a view of Asian American as foreign. Since most studies on Asian children centered on their success stories and the realization of the invisible crisis that many Asian American children face is fairly recent, few studies have addressed the diverse and complex experiences of Asian American children, especially those who do not fit the model minority stereotype. This paper revisits the model minority myth and examines the impact of model minority myth on underachieving student who are failing schools. I will first present a contextualized understanding of the “model minority myth,” what is it and what does it mean to be model minority. Secondly, I will demonstrate that the myth has been inaccurate and invalid representation for many Asian American students. Then, I discuss the impact of the model minority stereotype on underachieving Asian American student schooling. I argue that the stereotype has pose a threat to the students’ advancement on school and society. In order to illustrate the impact of the model minority stereotypes on individual experiences, I r...
Stereotypes are formed by categorizing certain features about an individual, and afterward using those categorized to make assumptions about the specific individual based on these categories. It is important however for one to question the assumptions at an individual level. The rationale behind a stereotype are often untrue, because they are broad generalizations. However in the case of the Asian population, the stereotype relating to Asian’s and their aptitude to be very good at math, and have the ability to put in long hours to reach success appears to be true. This in part is due to the cultural heritage, and it application to a large population of Asian society.
As an Asian American, I have several points to discuss in terms of stereotypes. Through a variety of media, Asian Americans are portrayed by socially constructed stereotypes that are either positive or negative to our community. By explaining the definition of a stereotype and listing three specific ones identified, these points reflect our cultural values. These stereotypes include the concept of model minority, the insinuation that Asians are highly skilled at mathematics, and assumptions of our food ways. In each stereotype, I integrate my own experiences to provide a deeper depth of meaning that will allow one to evaluate whether these stereotypes do mirror our society’s customs.
Kao, Grace. "Asian Americans as Model Minorities? A Look at Their Academic Performance." American Journal of Education 103.02 (1995): 121-59. Web.
My father, like many Asian immigrants, left India to pursue his educational goals in America in order to provide a better life for his family. He arrived in the U.S. with fourteen dollars in his coat pocket, a suitcase in his hands, and a will to succeed. For my father, in a place like America where opportunities were plentiful and where hard work actually paid off there was no excuse not to succeed. The practical translation of this belief meant that if his children worked hard in school there was nothing they too could not achieve. As such, in my father's household, not doing well in school was not an option.
Dr. John Jerrim, a reader in education and social statistics at the Institute of Education at the University of London believes that, “in Asia, at least, students are set up for success: through an emphasis on hard work, the desire to succeed, a conductive environment and a teaching style that, despite criticism, delivers results.” In an attempt to get the students the best schooling they possibly can, Asian administrators instill in them that working hard is an important quality and something to use as students progress to the work force. Obviously, Asians feel the necessity of schooling and take to heart the seriousness of great education (Rohaidi). As a result of their great appreciation for schooling, people believe that Asians are smart and never consider that there could be more to them than meets the eye. Never realizing that there could be more to a person than the information in their head. Asians are clumped together as if they are a sheet of paper with only two sides. One side holds their Asian roots and the other shows their knowledge. To go along with that, it is a commonly held belief that Asians are only smart because they are Asian. Many people never link it to their hard work and dedication (Markman). Asians are an important part of our society and should be acknowledged for their intelligence, but also for their great addition to
they no longer have anyone holding them back from doing bad things. Some ethnicities believe that all Asians are smart. This represents the action-orientation level of prejudice that gives a positive judgement on Asians but yet is not a valid information because it could just m...
However Hirschman and Wong (1986) did a study that showed native-born Asian Americans born between 1905-1944 in California, Hawaii and elsewhere, attended college in rates equal or greater than white students did and tended to have more years of schooling as well. The percent of Asian Americans who attended higher education continued to climb, although it also depended on location. Such as Japanese Americans, born in California between 1935 to 1944, college attendance from 44% to 75% (Hirschman & Wong, 1896). Hirschman and Wong (1986) note, while other educational were less in other areas, Asian Americans still had higher educational attainment than whites. Asian Americans continued to have and still have higher rates of educational attainment than any other group (Hirschman and Wong, 1986; Aud, Fox & KewalRamani,
“Asians are smart” stereotype is about how Asian immigrants are successful and smart when they go to other countries and what efforts do they put in order to succeed. Films and articles are major resources to show that Asians are smart because it portrays the various situation where the Asian people are able to achieve their aims and make them look as a highly talented person in the society.
Haven’t you ever wondered why Japanese students continually score higher in academics than the rest of the entire world? Education and schooling in Japan varies greatly than the schooling in America. Japanese students have a greater advantage over their American counterparts in such a way that they are gaining more of an education than the Americans. The Japanese students have to study diligently and work hard to gain a hope of getting a continued education. Japanese children have a greater opportunity to seize hold of their education than the American children.