EDUC 2301: Introduction to Special Populations

Learning from Asian American StoriesChapter 6

A Changing Society

LEARNING FROM ASIAN AMERICAN STORIES

We Changs are very proud people. We believe firmly in the Chinese saying, "Your reputation is your second life." This means that to lose your good reputation--your family name, is almost as bad as it is to lose life itself.

Bound Feet & Western Dress: A Memoir (1966).

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CULTURAL FACTOR 1: HISTORICAL AND CURRENT TREATMENT IN THE UNITED STATES

• Asian Americans have experienced a history of discrimination in the United States. Knowledge of institutional racism experienced by Asian Americans is often unspoken and a barely visible part of U.S. history.

• Federal Chinese Exclusion Act of 1882• In 1942, more than 111,000 Japanese were "relocated" by the

U.S. government into internment camps.• More than 250,000 Southeast Asian refugees were admitted to

the United States between 1975 and 1979• Between 1980 and 1984 450,000 refugees arrived from Cambodia

and Laos

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Current Conditions• The poverty rate for Asian Americans is 10 percent; the

median household income for Asian Americans is currently $66,000, the highest among all racial groups and statistically unchanged from 2006.

• However, median household income differs greatly by Asian group. For Asian Indians, for example, the median income is $84,000 while for Vietnamese Americans, it is $54,000.

• The concept of a "model minority" is, in fact, a myth.• 3.5 million Asian Americans of Chinese descent

3 million Filipinos 2.8 million Asian Americans 1.8 million Vietnamese 1.6 million Koreans 1.2 million Japanese Americans

CULTURAL FACTOR 2: INITIAL TERMS OF INCORPORATION INTO U.S. SOCIETY

• Many Asian American immigrants fit into the category of voluntary minorities in that their ancestors came to the United States voluntarily in search of greater economic opportunities. Those who came to the United States with this hope and orientation generally believed that they would succeed in mainstream society through hard work and compliance with authority.

• There were, however, members of this cultural group, such as the Southeast Asian refugees, who experienced little or no choice in their immigration.

 

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CULTURAL FACTOR 3: SHARED VALUES AND TRADITIONS

• Belief in filial piety• Patriarchal family structure• Communication flows from the top down,

and therefore family conflicts are minimized

• Dishonor brought to

the family by any one

member reflects on all

family member©2012 Cengage Learning.

All Rights Reserved.

CULTURAL FACTOR 4: VIEW OF SPIRITUALITY AND HUMANS' RELATION TO NATURE

Traditional Asian values place great emphasis on understanding and respecting

nature. In poetry, art, and all

aspects of life, symbols from

nature and legends that provide

meaning and can be interpreted

for guidance are abundant.

Adherence to a framework

of disciplined reflection and

purposeful action are all

hallmarks in this belief system.

Dominant Religions among Asians

• Confucianism• Buddhism• Hinduism• Taoism• Christianity• Islam

Family Traditions

Korean 100 Days – Baek-il

1st Birthday Party - Tol

CULTURAL FACTOR 5: ACCULTURATION AND EXPERIENCE WITH EXCLUSION AND ALIENATION

• Acquisition of dominant-cultural standards of behavior most often requires a loss of self that was not easily or perhaps even willingly sought and acknowledged.

• Requirements associated with acculturation for students in U.S. schools may negatively affect relationships, effective communication, and ultimately academic achievement.

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CULTURAL FACTOR 6: LANGUAGE DIFFERENCES, STRENGTHS, AND CHALLENGES

• Languages used by members of this diverse cultural group provide great richness and means of personal expression that cannot be accomplished using the English language.

• However, language challenges and interpersonal communication with dominant-culture individuals are of particular concern for Asian Americans.

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POTENTIAL BARRIERS IN LEARNING–TEACHING RELATIONSHIPS WITH DOMINANT-CULTURE TEACHERS AND SCHOOLS

• Cultural emphasis on restraint, respect for authority, and discretion may lead Asian American students to refrain from asking questions during class when needed. They may also be unlikely to challenge viewpoints or openly disagree with peers in group discussion.

• Depending on students' levels of acculturation, their orientations to dominant culture, and their stages of racial identity development, Asian American students may or may not appear compliant and deferential in the classroom.

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For Reflection and Discussion

• 1. What are significant traditional values commonly shared by Asian Americans that would be in conflict with dominant-culture perspectives and practices?

• 2. How is the “model minority” myth a problem for Asian Americans? Are there any benefits?

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