In “Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students” Jean Yonemura Wing argues against the “model minority” image of Asian Americans and presents the findings of a study of six Asian American high school students. As I read the article, my constant thought was to acknowledge the fact that each individual is unique in this country regardless of race or ethnicity and that everyone has a story. So often Asian Americans are classified into one homogenous group, yet this article points out that Asian American students are one of the most diverse groups with varying “...national origin and history, class background, immigration status, language(s) spoken, or parents’ educational levels and occupations, or what classes they are taking.” (456-457) Everyone is unique and has a story.
In the 1850s, Asians were seen as “uncivilized and filthy” for some time and laws were formed to limit their immigration and citizenship in the U.S and once here were banned from public schools. Once the stereotype took a turn, Asian Americans began to be looked at as a “success story minority group” in the U.S. and immigration doors were opened to them. The article expresses the dangers of this new stereotype stating, “Asian Americans--via the model minority myth--have been used as a wedge between whites and other people of color… the myth has served as a tool to castigate other people of color and to discredit their struggles for equality and social justice.” (460) This, in turn, has created an increase of hate crimes against Asians.
The assumptions presented on page 462 are challenged with valuable data and honest interviews of these six high school students. The six students come from varying backgrounds and countries, and express their daily struggles with the stereotypes they have to face each day. Their stories prove that each one of them is unique, similarly to the wide range of Asian Americans in the U.S. On page 471, the author writes, “Asians in America are very diverse.” She explains that these students “speak 15 or more different languages. Some are sixth generation Asian Americans whose families have been in this country longer than many white Americans. Some live in affluent neighborhoods in the Berkeley hills, while others live in crowded apartments with several generations living under one roof.” She also says that they “represent a spectrum of educational attainment” (471).
With all of these differences, their stereotype still conveys the message that all Asian Americans are alike. I posted this video below because it illustrates one aspect of the stereotype (in a humorous way) that Asians are treated as foreigners in the United States, regardless of how long they have been here.
When I read about how Asian American students feel as they are not represented in school curriculum, I immediately was reminded of our readings by Goss, Boggs, and Greene, where they expressed a common theme that African American students need to see themselves in their curriculum. Why are African Americans and Asian Americans being left out of school curriculum? They are just as much (or more) a part of History as anyone else. Obviously, we must ask ourselves… who is writing the textbooks?The students point out that even in Asian American History and Asian Literature, not every country is represented and the main focus is on China and Japan.
Asian Americans are in need of supports not stereotypes. They should not feel invisible and insignificant or be treated as such in schools. These students are well aware of their stereotype, and while some are fighting hard to counteract it, many also feel the pressure to conform to it. Wing said it best, “...their voices ought to be fully included in any dialogue or plan of action at the high school and college level with regard to issues of diversity, race relations, school reform, and multicultural teaching and learning.” (482) I included the video below because it speaks to stereotypes and gives each person a voice to share their story with the public.
https://behindthemedialens.wordpress.com/2015/07/16/they-all-look-the-same-stereotypes-and-generalizations-of-asians/
In “Against the Dark: Anti-Blackness in Education Policy and Discourse” Michael
Dumas demonstrates how “policy discourse is informed by antiblackness” (11) and explains that African American students face oppression because of their skin color. The article also points out how the National Geographic magazine, even when celebrating diversity and mixed cultures in America, still chose to use faces of people who are lighter in complexion. The article provides various examples of how even though slavery is abolished, the aftermath is real and alive today.
Dumas demonstrates how “policy discourse is informed by antiblackness” (11) and explains that African American students face oppression because of their skin color. The article also points out how the National Geographic magazine, even when celebrating diversity and mixed cultures in America, still chose to use faces of people who are lighter in complexion. The article provides various examples of how even though slavery is abolished, the aftermath is real and alive today.
“There is no clear historical moment in which there was a break between slavery and acknowledgement of Black citizenship and Human-ness; nor is there any indication of a clear disruption of the technologies of violence -- that is, the institutional structures and social processes--that maintain subjugation” (14) My feelings after reading this article are of sadness, and I feel as though the “pessimistic view of education policy” that the author describes rings true to me. Black being positioned on the bottom, and even the word and idea behind antiblackness angers me. I can only hope for a more positive future and hope that new practices and policies help create a better, more inclusive, realistic, diverse world of education.
I am so happy you shared that video - it was a laugh I really needed, just to laugh at how much people are unwittingly prejudice. And the video also reflects something that Wing mentioned - the woman GREAT grandma was from Seoul, as opposed to the man's grandmother from England, so is more generationally American than he!
ReplyDeleteI do think there is a balance of wanting to get to know people - that is part of embracing multiculturalism - but doing it without assumption and/or through stereotyping. Because Wing also mentions that because Asians are labeled as "fitting in so well" in American their culture, history and needs in the classroom do get overlooked. So a careful balance is needed to truly meet the needs of our students.
The first video brings to light how we really need to incorporate different cultures into the curriculum, not just for students who share those histories but for ALL students, so that there are less situations like this that are so blatantly prejudice. This video made light of the stereotyping, but I doubt situations that happen in real life are far off from what was shown here. We need to teach appropriate ways of asking about one's heritage in order to move forward in our multicultural society.
ReplyDelete"It not only hurts us but makes us live up to these images that aren't correct" was one of the comments that stood out in the video Misunderstood. "Smart" may be seemed as positive thing but if one is struggling they may get the support they need. I like how the video ends with the students requesting the viewers to gather more stories learn about their culture and break away from the stereotypes.
ReplyDeleteAnother interesting thing about "positive" stereotypes is that when you rebel against them you have to make "negative" choices. If you rebel against "negative" stereotypes it is seen as a good thing! It continues to put Asian students in a difficult position in school.
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