Southeast Asian American Children: Not the "Model Minority"

Autor/in	Yang, KaYing
Titel	Southeast Asian American Children: Not the "Model Minority"
Quelle	In: Future of Children, 14 (2004) 2, S.127-133 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-8289
Schlagwörter	Minority Groups; Academic Achievement; Foreign Countries; Asian American Students; Alienation; High Achievement; Limited English Speaking; Parent School Relationship; Parent Teacher Cooperation; Racial Discrimination; Social Discrimination; Adjustment (to Environment); Cultural Influences; Cambodia; Laos; Vietnam + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Schulleistung; Ausland; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Entfremdung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Racial bias; Rassismus; Soziale Benachteiligung; Soziale Schließung; Cultural influence; Kultureinfluss; Kambodscha
Abstract	Although an impressive number of Americans whose ancestors are from Cambodia, Laos, and Vietnam ("Southeast Asian Americans") have achieved tremendous success in education, a disproportionate number have found it difficult to succeed academically. Yet their difficulties are largely invisible to policymakers, who tend to look only to the aggregate data on Asian Americans--data that suggest that, as one large undifferentiated group, Asian Americans are doing quite well. They are considered to be doing so well, in fact, that they are called the "model minority." In this article, the author discusses the problems of Southeast Asian American students: (1) limited English skills; (2) systematic miscommunication between students, parents, and teachers; (3) discrimination; and (4) widespread feelings of alienation from mainstream schools. Policymakers, educators, and community leaders must recognize that Southeast Asian Americans are not part of some fictional "model minority" that succeeds easily in the United States. At the same time, most Southeast Asian Americans, like most other Americans, have deep respect for academic pursuits, and they seek educational advancement with all of the resources available to them. By supporting their commitment and enthusiasm in relatively modest ways, the educational trajectories of Southeast Asian American children could be significantly improved. (Contains 2 figures and 25 endnotes.) (ERIC).
Anmerkungen	Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. 267 Wallace Hall, Princeton University, Princeton, NJ 08544. Tel: 609-258-6979; e-mail: FOC@princeton.edu; Web site: http://www.brookings.org/index/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10