By Jamie Lew
This e-book demanding situations the "model minority" stereotype of Asian American scholars as a severe step towards teaching all teenagers good. concentrating on Korean American early life in big apple urban faculties, Jamie Lew compares high-achieving scholars attending an elite magnet highschool with scholars who've dropped out of a local highschool. She unearths that type, race, social networks, parental options, and education assets all impact the aspirations and educational success of Asian American formative years. This in-depth exam: * Debunks the simplistic "culture of poverty" argument that's usually used to give an explanation for the good fortune of Asian americans and the failure of different minorities. * Illustrates how Asian americans, in several social and monetary contexts, negotiate ties to their households and ethnic groups, build ethnic and racial identities, and achieve entry to reliable education and institutional help. * deals particular tips on easy methods to contain first-generation immigrant mom and dad and ethnic group participants in colleges to foster educational good fortune. * appears to be like at implications for constructing academic regulations that extra totally handle the wishes of second-generation youngsters.
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Additional info for Asian Americans in Class: Charting the Achievement Gap Among Korean American Youth
Part II examines educational strategies adopted by the second-generation Korean American students in the school context. Divided into Chapter 4 (Korean American students at the magnet high school) and Chapter 5 (Korean American high school dropouts), this part shows how the institutional character of the schools themselves promotes or hinders the students’ access to key gatekeepers such as teachers and counselors, individuals who could provide important schooling resources that many of the students could not obtain from Matters of Class, Race, Ethnicity, and Schools 21 their immigrant parents.
So, my parents think that specialized high school is good and [are] glad that I got in. In their research on second-generation children in New York City, Kasinitz, Mollenkopf, Waters, Lopez, and Kim (1997) found that Chinese American interviewees took advantage of the best that the New York public school system afforded, despite their low socioeconomic status and limited English skills. The study indicated that, while none of the Chinese interviewees had attended private or parochial schools, many had attended elite magnet schools.
For instance, Mary related her conflicted emotions about being embedded in a co-ethnic community, where those who achieve academically and speak fluent Korean are most revered within their parents’ first-generation circle. My father has many Korean friends. They would come over and come to each other’s houses, and we talk, children are compared of their smartness or something. “Oh, my son goes to Stuyvesant,” “Oh, my daughter goes to Bronx Science,” “Oh, my son will be the captain of the tennis team,” “My daughter is really well-rounded student; she is on the debate team,” or something like that.