Model Minority, Self-Perception and Schooling: Multiple Voices of Korean Students in China

Autor/in	Gao, Fang
Titel	Model Minority, Self-Perception and Schooling: Multiple Voices of Korean Students in China
Quelle	In: Asia Pacific Journal of Education, 29 (2009) 1, S.17-27 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Stereotypes; Academic Achievement; Ethnography; Foreign Countries; Asians; Minority Groups; Self Concept; Grade 4; Bilingual Education; Korean; Chinese; Ethnic Groups; Student Attitudes; Educational Attitudes; China + Suchen Sie Ihr Suchwort? Klischee; Schulleistung; Ethnografie; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Ethnische Minderheit; Selbstkonzept; School year 04; 4. Schuljahr; Schuljahr 04; Bilingual teaching; Bilingualer Unterricht; Koreanisch; China; Chinesen; Ethnie; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	Koreans have been successful in nesting their educational achievement in places like China, where they have earned the title of the "model minority", due primarily to their educational success. Drawing on data from ethnographic research on fourth-grade Korean students in a bilingual Korean school, this article examines the relationship between student self-perception and attitude towards schooling underlying the model minority stereotype. Research results lead us to argue that ethnic Korean students in China do not have a shared self-perception, and so do not share a homogeneous attitude towards schooling, contrary to the stereotype of them as a monolithic group with high educational levels and shared attitudes towards learning. This article emphasizes the need to re-examine the model minority stereotype and its cultural ecological theory, and to include the voices of ethnic Korean students in the analysis of the model minority stereotype at a time of transition and change. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10