Unraveling the "Model Minority" Stereotype

Unraveling the “Model Minority” Stereotype

The Asian American students at Academic High School were perceived as high-achieving model minorities – this stereotypical attitude by the teachers clearly had a negative impact on those students who didn’t live up to the teachers’ expectations. I should say it is a lack of awareness or just ignorance of the school district for categorizing all Asian American students as representing one pan-ethnic identity though there are students from different Asian countries with their own languages, culture and ethnic backgrounds. – no wonder this community attracts stereotypical attitude.

As to why the East Asian and Southeast Asian students ‘did not perceive South Asians to be Asian’, or are excluded from the Asian category has a lot to do with their identities and social behavior, not the continent where they are from. It seems very convenient for researchers and ethnographers to lump everyone with Asian roots as Asian Americans but what they don’t realize is that there are such distinct differences in their culture and ethnic identities that some groups will refuse to be categorized into one pan-ethnic identity. They would rather identify themselves with their ethnic background and religious beliefs then their common continent.

To answer the author’s query as to why the East Asian and Southeast Asian students got along even though there are ‘political tensions between India and Pakistan’, I can certainly relate to that because I’m from Pakistan and not born in America.

 The two countries were a single country before 1947 when they were being ruled by the British. Therefore they share a common heritage and culture, something that binds them and they can identify themselves with. This is certainly true for Indian and Pakistani students who were not born in America. Their food and dress code are similar as well as their languages. They even have relatives on the other side of their common border, who were either unwilling to migrate or were not able to when their country was split in 1947.

On the contrary, they do accept the ‘model minority’ stereotype label, not only because it has been imposed upon them but because they are also responsible in generating it. Typically, their socioeconomic status is middle-class with strong family influences that expects them to be high-achievers. The families try to move into districts with better school rankings and with after school tutoring and family pressure, the students are nudged on.

Reference:

Lee, S. J. (2009). Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth (2nd ed.). New York, NY: Teachers College Press.

Ethnic and Racial Identity Development

Ethnic and Racial Identity Development

“Our ethnicity is one of the most basic elements of our being.” – McAdoo (1993)

I spent my teenage years abroad where discrimination is as prevalent as it is here, in this “race-conscience society”, but there, the criteria of discrimination is different, and the people are not ashamed to admit their prejudices, and openly practice them.

With reference to the study by Madsen and Hollins (1997) - early experiences in life “influence personal and group identity development”, and frame our perspectives about ethnicity and race as adults. On that note, I believe that we all harbor biases that we are either unaware off, or subconsciously ignore or consciously subdue, because of our convictions that it’s not morally right or politically correct, but at some point we are likely to show off our true colors – no pun intended - if we are put in a spot.

I wonder why the job postings for teachers and employment announcements in general include this type of or similar text. “Free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws.”

I think such notices constantly influence the public’s perception about forms of discrimination that they would have been unaware off.

I wonder if the ‘don’t ask, don’t tell’ approach is a better deal?

“Acceptance of one’s ethnicity is a prerequisite for multicultural education – to educate ethnically and culturally different students and improve their academic, personal, and social achievement ….. with the premise that ethnic identity is a powerful need and valuable resource.” - Gay, G. (1999)

So how would a teacher’s own view about racial and ethnic identity affect classroom practices and social interactions with students and colleagues?

For teachers to promote a healthy identity for themselves and their pupils, they need to understand themselves – understand one’s own racial identity and that of others requires acknowledging personal feelings and perceptions of one’s own racial identity and ideas about other races - that the classroom is a place where teachers have an opportunity to ‘make a difference in students’ perception about racial and ethnic identity’, Hollins E.R. (1999).

I guess, as current or future teachers, we will have to rise above our personal biases and prejudices, which I think we all have to some degree, so that we may be able to offer the best possible, healthy and nourishing classroom environment that’s expected of us.

With reference to Hollins’ typology about teachers, as a future teacher, I would like to follow the approach of Type II or Type III teachers - that each child is treated as an individual irrespective of their cultural background, that school curriculum should be reframed to incorporate cultural ‘diversity of the nation’, that all ‘children in the classroom feel comfortable and supported, especially ethnic minorities and children with special needs, that students need ‘direction’ rather than control, that multicultural education is a source for providing equitable and effective teaching and learning, that ‘children are a product of their home culture’ and that curriculum and instructional approaches may be altered if need be, to help the students.                                                                           

Why do job postings for teachers and employment announcements in general include this or similar texts like, “free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws.” I think such notices constantly influence the public’s perception about forms of discrimination that they wouldn’t have been aware off.

References:

Hollins, E.R. (1999) Relating Ethnic and Racial Identity Development to Teaching. Mahwah. N.J., L Erlbaum Associates. p. 183-193

Gay, G. (1999) Ethnic Identity Development and Multicultural Education. Mahwah. N.J., L Erlbaum Associates. p. 195-211

Introduction

Hey folks,

I’d like to share with you a little bit about myself.

I’m married and have three children – two daughters and a son. The oldest daughter is nineteen and my youngest is eight, while my son is twelve years old. My children were born in Massachusetts.

I have a technical background and work as a test engineer. I’m pursuing an M.Ed in Education, Curriculum and Instruction – Mathematics.

Since we’ll be discussing and learning about diversity and ethnicity in our classrooms and neighborhoods, I will classify myself as a first generation American of Pakistani heritage and Persian roots. My wife is from Pakistan as well and we had an arranged marriage. I immigrated to Massachusetts twenty one years ago – I had family ties here from my mother’s side of the family.

Living in the United States, we try to balance our traditional and cultural beliefs with the values and norms of our adopted country and we cherish the diversity that America has to offer.

Adel's class blog