ASA 2, Dr. Valverde
TA: Josh Watkins, Section: 1
Self-Orientalization of Incomplete Asian American Psychology
Although I am interested in psychological research on Asian American families that benefit mental health services for Asian American communities, I do not subscribe to the correlation between different parenting styles (such as tiger parenting) and adolescent adjustment in the empirical research essay "Does 'Tiger Parenting' Exist?" (Kim, 7, 2013,) because the analysis of the effects of parenting styles on a student's academic success lacks class-related. For instance, the article does not discuss how class, parental income, and familial resources contribute to student academic success and mental health well-being in school in in conjunction with parenting styles. I argue that Amy Chua's work on supporting tiger parenting fails to account for how familial financial, socio-economic status (to obtaining academic supplements that help solidify students' understanding of class materials) is a major factor of students' academic success. Actually, I believe that the Kim et. al's research paper is an example of the participants reinforcing self-orientalizing (or believing that their traditional Asian culture are detrimental, repressive forces of their well-being) behaviors, because the analysis of the relationship between parenting system and student well-being is one-dimensional and reinforces the model minority stereotype (or the idea that the cultural values of education mainly segues to academic success.)
Although I am interested in psychological research on Asian American families that benefit mental health services for Asian American communities, I do not subscribe to the correlation between different parenting styles (such as tiger parenting) and adolescent adjustment in the empirical research essay "Does 'Tiger Parenting' Exist?" (Kim, 7, 2013,) because the analysis of the effects of parenting styles on a student's academic success lacks class-related. For instance, the article does not discuss how class, parental income, and familial resources contribute to student academic success and mental health well-being in school in in conjunction with parenting styles. I argue that Amy Chua's work on supporting tiger parenting fails to account for how familial financial, socio-economic status (to obtaining academic supplements that help solidify students' understanding of class materials) is a major factor of students' academic success. Actually, I believe that the Kim et. al's research paper is an example of the participants reinforcing self-orientalizing (or believing that their traditional Asian culture are detrimental, repressive forces of their well-being) behaviors, because the analysis of the relationship between parenting system and student well-being is one-dimensional and reinforces the model minority stereotype (or the idea that the cultural values of education mainly segues to academic success.)
Question
How can Asian American psychological research and empirical evidence account for intersectional analysis and remove self-orientalizing ideologies?
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