Elizabeth Wong, born and raised in Chinatown in Los Angeles, grew up rebelling against learning Chinese and the Chinese culture. When she was in grade school, she was embarrassed because she could not do things fourth/fifth graders would normally do such as pretend to hunt ghosts or go on a search for animal bones with her friends. Instead she and her brother were forcefully dragged by their mother to Chinese school. Kids do not just grow up knowing they don’t want to take part in their heritage; it just happens. Many adolescents nowadays seem to be revolting against their heritage, causing the parents to enforce it onto them. And even when they are older and by luck, or persistence, are granted a ‘cultural divorce’, they are still surrounded by it every day causing them to feel as if they never really made a complete transition. It’s understandable that parents want their children growing up within the same cultural environment but some kids grow up believing that who they want to be, isn’t who their parents want them to be. Causing …show more content…
Pickhardt’s article “Rebel with a Cause: Rebellion in Adolescence”, where teenage rebellion plays an important part in adolescent growth, states, “Two common types of rebellion are against socially fitting in (rebellion of non-conformity) and against adult authority (rebellion of non-compliance.) In both types, rebellion attracts adult attention by offending it.” Wong attracted her mother’s attention when she kicked and screamed to get herself out of going to Chinese school, but nevertheless her mother had her mind set on having her children become accustomed to their Chinese heritage. The article also states, “The young person proudly asserts individuality from what parents like or independence of what parents want and in each case succeeds in provoking their disapproval.” Well it was obvious that Wong did not agree to be affiliated with what her mother wanted for her, resulting in Wong neglecting her Chinese
In this article, Eric Liu presents his life as a native immigrant to an Asian American individual. He shares his experience through his reflection of ideas and emotions. Along with his story, it relates to the ideas of people’s journey from adolescence to adulthood. Eric’s inspirational experience is directed towards minority groups who try to adapt to the American culture and lifestyle. His parents emigrated from China to America, before he was born which he later became exposed to the freedom and diverse society. This results in beneficial effects for his individuality, career opportunities, and lifestyle. Although his parents have lived in a different culture than him, his life in America has made him assimilated into the American society
Jing-mei realizes her mother was trying to help her out, but since their personalities clash, Jing-mei first believed her mother was forcing her to play piano. She thought her mother was setting up unrealistic expectations for her, when only she just wanted to see her daughter live the American Dream. She didn’t understand the Chinese way of thinking so she thought her mother was just being strict. Her mother wants her to be a strong, independent American woman. She just wanted her daughter to have all the opportunities she wasn’t able to have in China.
Similarly, Wong also grew up in America with a traditional Chinese mother. In contrast, Wong’s upbringing involves her mother forcing her into attending two different schools. After her American school day, Wong continues on with Chinese school to learn both cultures. Her mother felt it was her duty to “[. . .] learn the language of [her] heritage” (Wong 144). This puts a burden on Wong as she starts to despise the Chinese culture.
In the early years of my life, adapting to the foreign customs of America was my top priority. Although born in America, I constantly moved back and forth from Korea to the US, experiencing nerve-racking, yet thrilling emotions caused by the unfamiliarity of new traditions. Along with these strange traditions, came struggles with accepting my ethnicity. Because of the obvious physical differences due to my race, the first question asked by the students in elementary school was, “Are you from China?” These inquiries were constantly asked by several of American students until middle school which transformed to “You must be good at math” referencing the stereotypical intellect that Asian are perceived to have. Through continuous insult on my Asian heritage, I began to believe and later hate the person I was due to criticism made by teenagers which I started to see true despite all the lies that was actively told. This racial discrimination was a reoccurring pattern that
Chinese immigrants to the United States of America have experienced both setbacks and triumphs in the quest to seek a better life from themselves and their families. First arriving in America in the mid-1800s to seek jobs and escape poor conditions in their home country, the Chinese found work as labors and settled in areas known as Chinatowns (Takaki 181-183). In the early years, these immigrants experienced vast legal racism and sexism as women were forbidden to enter the country and the Chinese Exclusion Act prevented laborers from entering the country for years (Takaki 184-192). Today, the modern Chinese-American experience has changed from the experience of early Chinese immigrants. Many immigrants enter the country seeking better education as well employment (Yung, Chang, and Lai 244). Immigrant women have made great strides in achieving equality to men. Despite advancements, many immigrants still experience discrimination on some level. One example of a modern Chinese immigrant is “Ruby”, a college student who, with her parents, immigrated from Hong Kong to a suburb of Providence, Rhode Island, 7 years ago. Ruby’s story shares insight on the modern Chinese-American experience and the struggles this group still faces. Chinese immigrants have long maintained a presence in the United States, and despite many struggles, have eventually began to reap the benefits of this great nation.
The Chinese mothers, so concentrated on the cultures of their own, don't want to realize what is going on around them. They don't want to accept the fact that their daughters are growing up in a culture so different from their own. Lindo Jong, says to her daughter, Waverly- "I once sacrificed my life to keep my parents' promise. This means nothing to you because to you, promises mean nothing. A daughter can promise to come to dinner, but if she has a headache, a traffic jam, if she wants to watch a favorite movie on T.V., she no longer has a promise."(Tan 42) Ying Ying St.Clair remarks- "...because I remained quiet for so long, now my daughter does not hear me. She sits by her fancy swimming pool and hears only her Sony Walkman, her cordless phone, her big, important husband asking her why they have charcoal and no lighter fluid."(Tan 64)
One of the main things that shapes a person’s cultural identity is their parents. Culture is passed down from generation to generation. In the story Two Kinds Amy Tan tells about a mother and daughter that clash heads because the mother wants her daughter to be something she’s not. They are Chinese, and in Chinese culture children are pushed to excel in everything they do and be better than everybody. The mother tells her daughter “You can be best anything. Of course, you can be a prodigy too”. The mother is pushing the Chinese culture down on her, because that’s the way she was raised. People’s parents were raised one way, which in their mind is the “right” way, so they raise their children the same way implementing
In the short story, "Two Kinds" by Amy Tan, a Chinese mother and daughter are at odds with each other. The mother pushes her daughter to become a prodigy, while the daughter (like most children with immigrant parents) seeks to find herself in a world that demands her Americanization. This is the theme of the story, conflicting values. In a society that values individuality, the daughter sought to be an individual, while her mother demanded she do what was suggested. This is a conflict within itself. The daughter must deal with an internal and external conflict. Internally, she struggles to find herself. Externally, she struggles with the burden of failing to meet her mother’s expectations. Being a first-generation Asian American, I have faced the same issues that the daughter has been through in the story.
The second and third sections are about the daughters' lives, and the vignettes in each section trace their personality growth and development. Through the eyes of the daughters, we can also see the continuation of the mothers' stories, how they learned to cope in America. In these sections, Amy Tan explores the difficulties in growing up as a Chinese-American and the problems assimilating into modern society. The Chinese-American daughters try their best to become "Americanized," at the same time casting off their heritage while their mothers watch on, dismayed. Social pressures to become like everyone else, and not to be different are what motivate the daughters to resent their nationality. This was a greater problem for Chinese-American daughters that grew up in the 50's, when it was not well accepted to be of an "ethnic" background.
In conclusion, Chinese cultures prohibition is seen, by observing the relationship expectations, education, and gender roles and jobs. The Chinese culture needs to be more cultivated as it constricts the newer generation’s capability in Canada. In Wayson Choy’s book The Jade of Peony, he describes the struggles of a immigrated Chinese family, as they try to follow two cultures to adjust in a new country like Canada, but still hang on to the old traditions of China, the kids of the family struggled as they tried to follow these two cultures. We have all been in a similar situation where we have immigrated to a new country to seek a better future where we have a better lifestyle and education, to help our family grow.
This is evident in the persistence of elderly characters, such as Grandmother Poh-Poh, who instigate the old Chinese culture to avoid the younger children from following different traditions. As well, the Chinese Canadians look to the Vancouver heritage community known as Chinatown to maintain their identity using on their historical past, beliefs, and traditions. The novel uniquely “encodes stories about their origins, its inhabitants, and the broader society in which they are set,” (S. Source 1) to teach for future generations. In conclusion, this influential novel discusses the ability for many characters to sustain one sole
Oftentimes the children of immigrants to the United States lose the sense of cultural background in which their parents had tried so desperately to instill within them. According to Walter Shear, “It is an unseen terror that runs through both the distinct social spectrum experienced by the mothers in China and the lack of such social definition in the daughters’ lives.” This “unseen terror” is portrayed in Amy Tan’s The Joy Luck Club as four Chinese women and their American-born daughters struggle to understand one another’s culture and values. The second-generation women in The Joy Luck Club prove to lose their sense of Chinese values, becoming Americanized.
Chinese-Americans authors Amy Tan and Gish Jen have both grappled with the idea of mixed identity in America. For them, a generational problem develops over time, and cultural displacement occurs as family lines expand. While this is not the problem in and of itself, indeed, it is natural for current culture to gain foothold over distant culture, it serves as the backdrop for the disorientation that occurs between generations. In their novels, Tan and Jen pinpoint the cause of this unbalance in the active dismissal of Chinese mothers by their Chinese-American children.
The two pieces of textual evidence I have to support this claim are both from paragraph #67 in the reading. The first one is whenever Jing-mei and her mother get into an argument about not wanting to play piano anymore. Jing-mei's mother shouts “Only two kinds of daughters!” and then she goes on to say “Those who are obedient and those who follow their own mind!” These two pieces of evidence from the text are crucial to the story as a whole. They are important because Jing-mei’s mother wants Jing-mei to follow the chinese culture, and play instruments, and to be a talented young girl like the ones on T.V. While Jing-mei’s mom wants her to follow the chinese culture, Jing-mei is growing up in america, and wants to follow her own mind, and she wants to do her own thing. This causes big conflict between the two during the story. So her mom does kinda force culture onto Jing-mei and that’s where culture is noticed, but Jing-mei also has personal experiences at school that make her want to express her own thoughts and be herself and do what she wants to do, making her not listen to her mom that
Before I was five, I thought I was Chinese. However, I wondered why I couldn’t understand the Chinese patrons of Chinatown restaurants. Upon learning my true ethnicity, I pulled out a mammoth atlas we had under the bed. My father pointed to an “S”-shaped country bordering the ocean, below China. It was then that I learned my parents were refugees from Vietnam. “Boat people,” my mother, still struggling to grasp English back then, would hear kids whispering when she walked through the halls of her high school. Like many refugees, although my parents and their families weren’t wealthy when they came to America, they were willing to work hard, and like many Vietnamese parents, mine would tell me, “We want you to be success.”