Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth
Transcript of Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth
Jessica Vega Chapter 1 Chapter 2 Chapter 3 Chapter 5 Chapter 6 Chapter 4 Stacey LEE Cultural Values: real vs. perceived
Motivation: prestige, social mobility, self improvement, not neccesarily upholding the family honor and trying to please their parents
race relations at Academic High School: strained but largely ignored
Suspicions of Principal Levine favoring Asian American students
Admissions qualifications: stringent, for most Received Ph.D. Anthropology of Education from the University of Penn in 1991
Current Professor, Ph.D. Program in Urban Education at the City University of New York References: Lee, S. (2009). Unraveling the "Model Minority" Stereotype:
Listening to Asian American Youth, Second Edition.
New York: Teachers College Press Lee, 2009 Lee, 2009 Lee, 2009 Model Minority Stereotype:
Asians are seen as immigrants and not viewed as a minority group.
This race is viewed as independent problem solvers and entrepreneurs.
"...the quiet minority who did not actively challenge the existing system" (Lee, 2009, pg. 6).
Asian children are stereotyped as diligent students who excel in math and science.
They possess strong, traditional family values. Stacey Lee found four Asian subgroups within her school:
Asian Americans Other Works Lee, S. (2005) Up Against Whiteness: Race, School and Immigrant Youth. New York: Teachers College Press
Lee, S. (2008) “The Ideological Blackening of Hmong American Youth” in L. Weis (Ed.) The Way Class Works. NY: Routledge.
Ngo, B. & Lee, S. (2007) “Beyond Culture: Examining Southeast Asian American Student Achievement” Review of Educational Research, 77(4), 415-453..
Lee, S. (2006). “Additional Complexities: Social Class, Generation, Religion and Gender in Asian American Student Experiences” Race, Ethnicity & Education. Vol. 9, #1, 17-28. In this chapter Lee illustrates how the different races in Academic High view racial interaction.
Lee does this by analyzing each race separately.
She focuses on how the "model minority" stereotype influence relationships between the races White Students Spoke proudly of the diversity of the student population
Were more accepting of Asians who made fun of their own race
Academically and Socially successful whites held positive images of Asians
The South-side Italians or East Lawners expressed hostility towards Asians Lee, 2009 Asian Students Most Asian American students embraced the "Model Minority" stereotype
Most Asian American students believed the stereotype that African Americans were lazy and inferior
Believed that they would gain acceptance by adopting white American traits
"New Wavers" were confrontational towards thier African American peers Lee, 2009 African American Students Believed that Academic High was in a sense a segregated school
When African American students were academically successful they were viewed as "Acting White"
Many African Americans saw Asian Americans as a threat Lee, 2009 Reference:
Lee, S. (2009) Unraveling the "Model Minority"
Stereotype: Listening to Asian American
Youth, Second Edition. New York: Teachers College Press -Chapter 6 focuses on the identity formation, academic achievement, and inter-racial relations between Asian Americans and non- Asians. Identity Formation -Most Asian American students are lumped together into one group. In schools, many teachers identify students of Asian descent as simply “Asian”. - There is a more distinct separation of Korean students from the Asian community. People tend to diferentiate these 2 groups from one another. Becoming and Resisting Model Minorities - Asian American and Korean students were identified as trying to live up to their model minority stereotype. - Their desire to live up to the model minority stereotype was based on their assumption that they had the opportunity to achieve the same social mobility. Issues of Race - Many White students did not view the Asian stereotype as negative. They view Asian's as being very capable of success and strong academically.
- The White students at Academic High have equal if not more success academically than their Asian peers. They do not feel threatened or intimidated by their Asian peers success.
-How white American students view their Asian peers Retrieved From:
http://www.gc.cuny.edu/Faculty/Recent-GC-Faculty-Appointments/Detail?id=3913 Low Achievers Asian-American, Caucasian, and African American students, faculty, and administration ignored the existence of Asian-American students who were struggling academically.
One student remarked that talking about his problems would make his father furious. New Wave Asian American Students did not see school as a path to success but rather as a thing they had to endure
as a result, most New Wave students did poorly acadmically, skipping class and doing just enough work to get by and pass the year demographics both the top 25 and the top 10 had Asian American Students as the majority
these students enjoyed inflated GPA's due to their enrollment in AP and Stars (honors) classes, which were weighted more heavily than regular classes Participation in Clubs "The Academic Blazer", the school's newspaper, had few Asian American students on staff and those students who had previously been part of the newspaper said they had felt unwelcome, unappreciated, underutilized, and ignored by the Caucasian members of staff. The music program was the opposite, many Asian American students participated in both the Vocal Ensembles and musical instrument groups. However, Lee mentioned that the music director at Academic High felt that he had a "white and Asian department" because the majority of African American students belonged to the Gospel Choir only. Lee made a point of describing the faculty's reaction to the musical group as "seperatist".