ASA 2-A02
Blog 3
Starting from when their children are still infants,
most Asian American parents emphasize the importance of education toward upward
social mobility. This, coupled with Asian Americans’ academic performances as
well as their success after college have contributed to the formation of the “model
minority” stereotype. As Don Nakanishi expressed in his chapter, “A Quota on
Excellence? The Asian American Admissions Debate”, because Asian Americans are
generally viewed as the more well-off, passive, successful minorities concentrated
in the engineering, pre-med, and sciences fields, they are often seen as the
more “privileged” ones. However, this actually “neglects the diverse
ethnocultural backgrounds of Asian groups . . . [and] attempts to silence
Asians regarding their difficulties and discrimination experiences” (Wu). Besides
the lower college admission rates, Asian Americans also have to score higher on
the SAT in order to be considered equally with people of other races (Wu). In
other words, Asian Americans have to have exceptional academic performances and
test scores for them to be on par with the others. This is, I suspect, one of
the reasons why Asian American parents sign up for extra tutoring classes outside
of school for their children.
Because Asians account for almost 40 percent of the
undergraduates enrolled in UC Davis, many people still believe in the “model
minority” myth, that Asian Americans got admitted simply because they are “smart”.
Consequently, this may create pressure for Asian Americans as they have to
perform well in every discipline. What may be some consequences that are caused
by the “model minority” stereotype that is imposed on Asian Americans?
Pictured is the HS2
Academy which helps prepare students for college admissions.
Wu, Yi-Chen Jenny. “Admission
Considerations in Higher Education Among Asian Americans.” American Psychological Association, Web. 3 October 2015.
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