I’ve attended as many UAAO and APA101 meetings as possible this past year and it was only recently when I started to reflect upon those experiences. The constant drilling of Asian American issues ranging from identity to coalition building; including several demonstrations of the UAAO fan-favorite “privilege walk” or “Four Corners”. For the most part during the discussion, I sat quietly during those meetings. Rarely questioning what I heard, I always listened and gave the occasional nod (Not because I was dozing off). That was good and all, but did I really understand what was going on? I was satisfied with whatever was presented at each meeting as long as I got to see the usual faces around the Yuri Kochiyama Lounge. It was not until much later did I start to understand, even if just a little about the Asian American issues.
Before writing this blog entry, one reflection that still sticks out prominently is when running for UAAO board. The former co-chair, Ms. CC Song, threw me a curve ball question and asked “What does being Asian American mean to you?” I was like “Woah” but if I recall I must have said something cheesy along the lines of “ummmm tough question…..I would say it’s about having the best of both worlds; having the Asian culture and traditions and yet the opportunities of being of an American”. Slightly disappointed by this answer, I still wonder what the answer to this question should be. Obviously it’s however you may define “Asian American” but how do I define it? Where do I start? Who do I ask?
A few months back, I decided to visit my uncle in North Carolina with my grandma and aunt, they started to reminisce about the times before they came to America. This naturally sparked my interest because it was my immigration story, my heritage. Whenever I was asked about my immigration story, it was what I called a “basic story” about how my grandparents came from China, moved to Trinidad, then a few years later, they came to New York around the 1970’s. The end. I was very ignorant because I didn’t know about all the struggles and sacrifices in between the journey, but now I do.
I realize how privileged I am! We are all privileged to go to an institution of higher education (and a very good, yet expensive one at that!) but it’s engulfed in a bubble. Only when off the campus and participating in programs like Alternative Spring Break did it allow me to apply some of the stuff from UAAO, APA101, and IGR. That was only the surface though. Coming back to New York for the summer allowed me to question a lot of other things. When I ride the bus, most people are people of color. When on a train, people are trying to scour for whatever change they can get with their talents or by trying to sell you an overpriced piece of candy. You can’t help but sympathize for the people who degrade themselves just so that they can make ends meet and feed their family.
I still don’t have a perfect answer to CC’s question of “What does Asian American mean to you?” The answer probably spans across hundreds of years of Asian American history and it’d probably take pages upon pages to come up with a decent answer. But the answer that I gave back then about having the best of both worlds was only because I am privileged to reap the rewards given to me by my ancestors, my grandparents, and all the others who came before me.
~Ray
Saturday, July 26, 2008
Sunday, July 6, 2008
How can you be a "model minority" if you don't speak English?
“You look like you’re from China!”
The little girl looks at me with her bright brown eyes, naturally inquisitive, almost pleased to have made such an observation. I can tell that she is waiting for a response, some affirmation that her speculation is correct. I had mentally prepared myself for my first day as a volunteer at a Head Start program in Detroit. Hitting, crying, screaming—these were my worst-case scenarios. I did not expect the most salient aspect of my identity to be questioned with such confidence and gusto by a girl barely over the age of five.
Cultural insensitivity is not uncommon in the U.S, or the world for that matter (see Laura’s post). And how can I find fault in genuine innocence? What bothered, and continues to bother me, about the little girl’s comment is how indicative it is of a larger societal issue. I was probably the first, or one of a small number of Asian people this little girl has ever encountered. She will probably never know the beauty of diversity because policy makers and America’s educational system will keep her in a classroom with those who share her skin color and class background. Not surprisingly, segregation in the classroom affects the quality of education a racial minority receives in comparison to his or her white counterparts.
In a country where racial discourse is too often framed from a black and white or black and Latino dichotomy, where do Asian Americans find voice in discussions on educational inequality? More specifically, in a country where Asian Americans have supposedly set and exceeded standards for educational success, should we even care?
Last month, the New York Times released an article entitled “Report Takes Aim at ‘Model Minority’ Stereotype of Asian American Students.” According to the report, the model minority perception “diverts attention from systemic failings of K-to-12 schools, shifting responsibility for education success to individual students.” While psychological distress and esteem issues are unsurprising outcomes of the dangers of the model minority myth, as the report suggests, the failings of the educational system are unfortunately overlooked.
Left in the Margins: Asian American Students and the No Child Left Behind Act, a report by the Asian American Legal Defense and Education Fund (AALDEF), states that the myth of the model minority often negates the fact that many Asian Americans, particularly those who do not speak English as their first language, have difficulties succeeding in school. Contrary to stereotypes that describe Asian Americans as model students of academic achievement, many Asian American students are struggling, failing, and dropping out of schools that ignore their needs.
Programs meant to close the achievement gap between minority and white students and improve the achievement of all students, such as No Child Left Behind (NCLB) lack the provisions necessary to ensure that such laudable goals are actually met.
NCLB requires that students are regularly assessed in reading and math, often in the form of standardized testing, and that their performance on these assessments be used as a measure of the school’s educational quality. If student scores do not meet these achievement targets, the school may face a number of sanctions, including the dismissal of staff and a complete overhaul of the school’s management. The law fails to acknowledge that schools must first be equipped with the proper resources in order to achieve academic success.
I began this post with the anecdote of the little girl in Detroit because, as hackneyed as this sounds, she made me examine my own shortcomings and privileges. I didn’t know how to respond to her question because I knew why she asked it, and that knowledge made me uncomfortable. I was probably one of the first, or the first Asian person she had ever encountered because Asian Americans who actualize the “American dream” and consequently fulfill the model minority stereotype don’t send their children to public school in Detroit.
But what about the Asian Americans who, due to the failings of the education system, find it difficult to fulfill the stereotype? According to the AALDEF report, most school districts do not provide sufficient services for English Language Learners (ELL), especially those who speak a language other than Spanish. In California, home to one of the largest concentrations of A/PIAs in the country, there were over 34,000 Vietnamese speaking ELLs. Yet despite Vietnamese being the second most common native language of California ELLs, there are no two-way bilingual programs in the entire state of California for any Southeast Asian languages.
I may be presumptuous in saying this, but in Garden Grove, home to the largest concentration of Vietnamese outside of Vietnam, the median household income is approximately $50,000, compared to neighboring cities whose residents claim average household incomes in the $100,000 range. The demographics in these cities are also significantly different. As of the most recent census, 30.9% of Garden Grove’s population claimed to be of Asian descent compared to the neighboring city of Orange (my hometown), with only 9.3%. In short, money matters.
NCLB expired in 2007 and is up for reauthorization. According to AALDEF, as Congress considers the reauthorization of NCLB and other education reforms, legislators, policy makers and policy advocates must take into account the needs of Asian American students, a group that is often neglected, due in part to the model minority myth.
It’s easy to discuss the myth and to ironically sit in out ivory towers and attempt to debunk it. Segregation, economic disparities, language barriers and the resulting challenges they cause—to me, these things matter more than how good the Asian kid next door is at calculus and whether his ability to understand the derivative of a graph affects his psychological well being. We know the model minority myth is false. It’s time to focus on fixing the causes of those falsehoods.
NY Times Article
College Board & NYU Report on the Model Minority Stereotype
AALDEF Report
California Census Data
-Veronica
The little girl looks at me with her bright brown eyes, naturally inquisitive, almost pleased to have made such an observation. I can tell that she is waiting for a response, some affirmation that her speculation is correct. I had mentally prepared myself for my first day as a volunteer at a Head Start program in Detroit. Hitting, crying, screaming—these were my worst-case scenarios. I did not expect the most salient aspect of my identity to be questioned with such confidence and gusto by a girl barely over the age of five.
Cultural insensitivity is not uncommon in the U.S, or the world for that matter (see Laura’s post). And how can I find fault in genuine innocence? What bothered, and continues to bother me, about the little girl’s comment is how indicative it is of a larger societal issue. I was probably the first, or one of a small number of Asian people this little girl has ever encountered. She will probably never know the beauty of diversity because policy makers and America’s educational system will keep her in a classroom with those who share her skin color and class background. Not surprisingly, segregation in the classroom affects the quality of education a racial minority receives in comparison to his or her white counterparts.
In a country where racial discourse is too often framed from a black and white or black and Latino dichotomy, where do Asian Americans find voice in discussions on educational inequality? More specifically, in a country where Asian Americans have supposedly set and exceeded standards for educational success, should we even care?
Last month, the New York Times released an article entitled “Report Takes Aim at ‘Model Minority’ Stereotype of Asian American Students.” According to the report, the model minority perception “diverts attention from systemic failings of K-to-12 schools, shifting responsibility for education success to individual students.” While psychological distress and esteem issues are unsurprising outcomes of the dangers of the model minority myth, as the report suggests, the failings of the educational system are unfortunately overlooked.
Left in the Margins: Asian American Students and the No Child Left Behind Act, a report by the Asian American Legal Defense and Education Fund (AALDEF), states that the myth of the model minority often negates the fact that many Asian Americans, particularly those who do not speak English as their first language, have difficulties succeeding in school. Contrary to stereotypes that describe Asian Americans as model students of academic achievement, many Asian American students are struggling, failing, and dropping out of schools that ignore their needs.
Programs meant to close the achievement gap between minority and white students and improve the achievement of all students, such as No Child Left Behind (NCLB) lack the provisions necessary to ensure that such laudable goals are actually met.
NCLB requires that students are regularly assessed in reading and math, often in the form of standardized testing, and that their performance on these assessments be used as a measure of the school’s educational quality. If student scores do not meet these achievement targets, the school may face a number of sanctions, including the dismissal of staff and a complete overhaul of the school’s management. The law fails to acknowledge that schools must first be equipped with the proper resources in order to achieve academic success.
I began this post with the anecdote of the little girl in Detroit because, as hackneyed as this sounds, she made me examine my own shortcomings and privileges. I didn’t know how to respond to her question because I knew why she asked it, and that knowledge made me uncomfortable. I was probably one of the first, or the first Asian person she had ever encountered because Asian Americans who actualize the “American dream” and consequently fulfill the model minority stereotype don’t send their children to public school in Detroit.
But what about the Asian Americans who, due to the failings of the education system, find it difficult to fulfill the stereotype? According to the AALDEF report, most school districts do not provide sufficient services for English Language Learners (ELL), especially those who speak a language other than Spanish. In California, home to one of the largest concentrations of A/PIAs in the country, there were over 34,000 Vietnamese speaking ELLs. Yet despite Vietnamese being the second most common native language of California ELLs, there are no two-way bilingual programs in the entire state of California for any Southeast Asian languages.
I may be presumptuous in saying this, but in Garden Grove, home to the largest concentration of Vietnamese outside of Vietnam, the median household income is approximately $50,000, compared to neighboring cities whose residents claim average household incomes in the $100,000 range. The demographics in these cities are also significantly different. As of the most recent census, 30.9% of Garden Grove’s population claimed to be of Asian descent compared to the neighboring city of Orange (my hometown), with only 9.3%. In short, money matters.
NCLB expired in 2007 and is up for reauthorization. According to AALDEF, as Congress considers the reauthorization of NCLB and other education reforms, legislators, policy makers and policy advocates must take into account the needs of Asian American students, a group that is often neglected, due in part to the model minority myth.
It’s easy to discuss the myth and to ironically sit in out ivory towers and attempt to debunk it. Segregation, economic disparities, language barriers and the resulting challenges they cause—to me, these things matter more than how good the Asian kid next door is at calculus and whether his ability to understand the derivative of a graph affects his psychological well being. We know the model minority myth is false. It’s time to focus on fixing the causes of those falsehoods.
NY Times Article
College Board & NYU Report on the Model Minority Stereotype
AALDEF Report
California Census Data
-Veronica
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