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Research proposal on the relationship between parent involvement and academic success
Racial Stereotypes and their Effects
Racial Stereotypes and their Effects
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“Laura’s the most stupid Asian I know,” said a fellow classmate. I was in class and our teacher assigned us worksheets and that’s when I overheard a group of boys discussing who to get answers from and they mentioned my name, but after that comment, they laughed about it and then I had no more interest in hearing about their ignorant conversation. Unfortunately for me, it’s not the first time I’ve heard people make fun of me like that. People say similar remarks like that all the time and I act as if it doesn’t affect me, but that’s only a coverup. So ever since then, I’ve tried my best to prove everyone wrong. Due to stereotypes and society’s perception of Asians, I’ll always be compared to others standards.
In “I Have a Dream” Martin Luther
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However, I was always seen as average at best. I never went above and beyond in school and I clearly wasn’t the top of my class with perfect grades and 4.0 GPA. I was embarrassed for the classes I took because like I said before, I was always seen average at best. Math was surprisingly difficult for me and so was Chemistry and Physics. None of those classes were honors or AP and that’s where I felt like I fell short because a lot of the Asians I knew were already so far ahead. I was nothing special or unique, I was less than ordinary and I stuck out like a sore thumb. Akimi Yan wrote, “How do US teachers’ stereotypes of Asian students affect performance?” which she discusses how Asians are perceived in the school system. She says, “If the standards are so high, there must be some Asian students who could not live up to the expectations...results into their negative self perception.” (n.p) I definitely understand what Yan is talking about because I’m one of those Asian students who don’t live up to other’s expectations. I’m always comparing myself to others especially Asian students and my sister who is a talented Dentist. I use to feel ashamed for who I was, but more importantly, I felt ashamed for my family. I never wanted them to think they raised someone who was a disappointment. Coming from someone who constantly felt like they weren’t good enough, it has made me want to prove …show more content…
Ever since I was a kid, my parents use to and still tell me to focus on school because that’s the most important thing in my life. So I tried and tried, but no subject ever came easily to me. I struggled in school and maybe that’s the reason why it’s still difficult for me today. Asians are supposedly smart and good at every subject, especially math; however, that’s not who I am. Qin Zhang published “Perceptions of Asian American Students: Stereotypes and Effects” in Communication Currents that explains the outcomes of Asian stereotypes on students and how they’re shown in the media. Zhang mentions, “The model minority stereotype could also have psychological, emotional...enduring loneliness...extreme depression and stress” (n.p.). The pressure of being Asian has caused me to feel lonely. Whenever I wanted to hang out with my friends, I never got the chance to because I always felt a little bit behind than others in my grade. The feeling of stress on my shoulders due to the pressure is unexplainable, but when I don’t do well on a test, I tell myself that it's necessary that I do better next time or I won’t go far in life. All I attempt to do is to disregard people’s speculations about me, but it can take a toll on my performance to the point where I don’t know my own
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
The school system typically emphasizes participation in speaking in class, which may be more intimidating for Asians due to their background and importance of silence. Participants of Sue’s study “felt forced to conform to Western norms and values (‘talking more’) when such behaviour violated their cultural upbringing” (77). In other words, Asian participants felt uncomfortable trying to fit the White standard of talking and participating in class. Furthermore, the college and university admission decisions may be influenced by unconscious biases. These biases are usually prominent in individuals faced with an uncertain decision.
In addition to discriminating against Asians, what most people don’t realize is that they are discriminating against the other ethnic groups too, thus creating interracial tension. When one superficially praises the success of one group, they are indirectly bringing out the failures of the other group. For example, when comparing Blacks, Hispanics or Native Americans to Asian American success, they are disregarding the fact that Blacks, Hispanics or Native Americans can be successful too. The model minority myth also creates an exaggerated portrayal of Asian students as hard working, studious, and persevering, which can lead to Asian American students being bullied by their fellow peers.
Yoo, Brandon. "Unraveling the Model Minority Myth of Asian American Students." Education.com. 25 Oct. 2010. n.p. Web. 04 Mar. 2014. .
Asian Americans, often referred to as the “model minority” are also affected negatively. In Keith Osajima’s article “Internalized Oppression and the Culture of Silence”, he focuses on how Asian Americans deal with their form of oppression. He noticed that many of them “were reluctant to take the risk of thinking critically about the inequities in society” (Osajima). He states that the typical quiet, well-behaved Asian American deals with what Erica Sherover Marcuse calls “internalized oppression”. Osajima asserts that internalized oppression “[leads] the oppressed people to believe that the solution to their problem is to become like or to be accepted by those in the dominant group” (Osajima). Therefore, Asian Americans have dealt with their oppression by: being good students, going to college, and getting well-paying jobs, like their white counterparts. This is where the phrase “model minority” comes in for Asian Americans. Because so many Asian Americans excel in school, the pressure to perform well is immense. Southeast Asians in particular “are not able to conform to this unrealistic expectation and in fact, have the highest high school dropout rates in the country” (C.N. Le). Osajima sums his argument up perfectly with his final sentence when he states that “the educational process can do more than reproduce a compliant work force, but can be a vehicle for liberation.” (Osajima). His strategies for allowing his classroom to serve as a site for liberation included cutting down on lecture time, encouraging students to take risks with their thinking, and assuring his students that their contributions would be respected and not be looked down upon. With encouragement and the use of these techniques, Asian Americans can begin to think critically about their role in society
In this paper I will be sharing information I had gathered involving two students that were interviewed regarding education and their racial status of being an Asian-American. I will examine these subjects’ experiences as an Asian-American through the education they had experienced throughout their entire lives. I will also be relating and analyzing their experiences through the various concepts we had learned and discussed in class so far. Both of these individuals have experiences regarding their education that have similarities and differences.
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.
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...
Being classified as an Asian and Korean, I struggled with some hurtful comments. However, rather than holding a grudge, I forgave and forgot those comments. Moreover, I used it as a motivation to try harder to reach my
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.
This stage of my adolescent life was very memorable. This was the time when my life was becoming more complicated as I struggled to find my own racial identity, and constantly questioning myself, “Who am I?” “Where do I belong?” while facing the pressure of “fitting in” as a biracial teen in prejudicial Asian society.
This is because after elementary, I moved into an Asian dominated junior high and high school. In this environment, Asian stereotypes were not taken seriously and were more often told as jokes. For example, what do you call a Vietnamese person walking a dog? A vegetarian! (my favorite joke). However, though I got over the stereotypes, my elementary years still haunt me as of today. I am now more socially awkward and uncomfortable when I am the minority or I am around white individuals. It frightens me that when I am around people who aren’t the same color as me because I feel like the judgments and incomplete stories will start to erupt, and that the incomplete stories will lead to the development of stereotypes and thus once again reenact my elementary years. This environment and atmosphere is reenacted every Monday and Wednesday’s in the WMST dialogue, where I am the minority and feelings of anxiety start to come
After completing the assessment exercise I have been able to carefully my personality. The exercise consisted of an evaluation of four areas: Locus of Control, Personality Type, Stress Reactions, and Learning Styles.
For those Asian Americans who make known their discontent with the injustice and discrimination that they feel, in the white culture, this translates to attacking American superiority and initiating insecurities. For Mura, a writer who dared to question why an Asian American was not allowed to audition for an Asian American role, his punishment was “the ostracism and demonization that ensued. In essence, he was shunned” (Hongo 4) by the white people who could not believe that he would attack their superior American ways. According to writers such as Frank Chin and the rest of the “Aiiieeeee!” group, the Americans have dictated Asian culture and created a perception as “nice and quiet” (Chin 1972, 18), “mama’s boys and crybabies” without “a man in all [the] males.” (Chin 1972, 24). This has become the belief of the proceeding generations of Asian Americans and therefore manifested these stereotypes.
Who I think I am? I’m not exactly sure who I think I am or how to describe who I think I am. I tend to act differently around certain people. Constantly changing to try to seek approval. Constantly in fear of accidentally doing something wrong; that I might say something wrong and all my friends will abandon me or leave me for someone better. I think this fear came from when my best friend was taken from me. I had known her since preschool, but she had met another girl and she stopped talking to me completely. I’m in constant fear that this will happen to me again, so I struggle to be accepted. I don’t want to be forgotten again.