About 'social work schools in chicago'|...Monday’s boycott of schools, jobs and...the protest with great social movements in American history: By a..., too much work, and will cost a fine...
Ｈｏｗ ｄｏｅｓ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ａｆｆｅｃｔ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｉｎ ｒｅｇａｒｄ ｔｏ ｔｈｅｉｒ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ ａｎｄ ｗｈｙ? Ｗｈｉｌｅ ｅｘａｍｉｎｉｎｇ ｔｈｅ ａｖｅｒａｇｅ Ｓｃｈｏｌａｓｔｉｃ Ａｐｔｉｔｕｄｅ Ｔｅｓｔ (ＳＡＴ) ｓｃｏｒｅｓ ｂｙ ｅｔｈｎｉｃｉｔｙ ａｎｄ ｇｅｎｄｅｒ ｔｈｅ ｑｕｅｓｔｉｏｎ ｃａｍｅ ｕｐ ａｓ ｔｏ ｗｈｙ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｓｃｏｒｅｄ ｏｎ ａｖｅｒａｇｅ ｈｉｇｈｅｒ ｉｎ ｔｈｅ ｍａｔｈ ｓｅｃｔｉｏｎ ｔｈａｎ ａｌｌ ｏｔｈｅｒ ｅｔｈｎｉｃｉｔｉｅｓ ｉｎｃｌｕｄｉｎｇ Ｗｈｉｔｅ ｓｔｕｄｅｎｔｓ. Ｔｈｒｏｕｇｈ ｒｅａｄｉｎｇｓ ｉｎ Ａｎｄｅｒｓｏｎ ａｎｄ ｃｌａｓｓ ｄｉｓｃｕｓｓｉｏｎｓ ａ ｓｔｒｏｎｇ ｃｏｒｒｅｌａｔｉｏｎ ｂｅｔｗｅｅｎ ｔｈｅ ｉｎｃｏｍｅ ｏｆ ａ ｆａｍｉｌｙ, ｐｒｉｍａｒｉｌｙ ｔｈｅ ｉｎｃｏｍｅ ｏｆ ｔｈｅ ｆａｔｈｅｒ, ａｎｄ ｔｈｅ ｃｈｉｌｄ'ｓ ＳＡＴ ｓｃｏｒｅｓ ｗａｓ ｆｏｕｎｄ, ｂｕｔ ｉｓ ｔｈｅｒｅ ｓｏｍｅｔｈｉｎｇ ｍｏｒｅ ｂｅｈｉｎｄ ｔｈｅ ａｃａｄｅｍｉｃ ｓｕｃｃｅｓｓ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ (Ａｎｄｅｒｓｏｎ, 446; Ｃｌａｓｓ Ｎｏｔｅｓ, 5-28-04). Ａｍｅｒｉｃａｎ ｓｏｃｉｅｔｙ ｉｓ ｃａｕｇｈｔ ｕｐ ｉｎ ｔｈｅ ｑｕｅｓｔ ｆｏｒ ｉｎｔｅｌｌｉｇｅｎｃｅ ａｎｄ ｕｎｄｅｒｓｔａｎｄｉｎｇ ｗｈａｔ ｃｏｎｔｒｉｂｕｔｅｓ ｔｏ ａｃａｄｅｍｉｃ ｓｕｃｃｅｓｓ. Ｔｈｅｒｅｆｏｒｅ, ｉｔ ｉｓ ｉｍｐｏｒｔａｎｔ ｔｏ ｅｘａｍｉｎｅ ｗｈｙ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ａｒｅ ｓｅｅｎ ａｓ ｉｎｔｅｌｌｉｇｅｎｔ ａｎｄ ｍｏｄｅｌ ｍｉｎｏｒｉｔｉｅｓ. Ｔｈｅ ｔｅｒｍ, "ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ" ｒｅｆｅｒｓ ｔｏ ｔｈｅ ｉｄｅａ ｔｈａｔ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ａｒｅ ｓｕｃｃｅｓｓｆｕｌ ｂｅｃａｕｓｅ ｏｆ ｔｈｅｉｒ ｓｔｒｏｎｇ ｗｏｒｋ ｅｔｈｉｃ, ｆａｍｉｌｙ ｃｏｈｅｓｉｏｎ, ａｎｄ ｔｈｅｉｒ ａｂｉｌｉｔｙ ｔｏ ａｓｓｉｍｉｌａｔｅ ｔｏ Ａｍｅｒｉｃａｎ ｓｏｃｉｅｔｙ (Ｇｏｔａｎｄａ, 94). Ａｒｅ ｔｈｅｓｅ ｃｈａｒａｃｔｅｒｉｓｔｉｃｓ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｃｕｌｔｕｒａｌ, ｂｉｏｌｏｇｉｃａｌ ｏｒ ｂｏｔｈ? Ｉｎ ａｄｄｉｔｉｏｎ, ｉｔ ｉｓ ｉｍｐｏｒｔａｎｔ ｔｏ ｓｅｅ ｔｈｅ ｅｆｆｅｃｔ ｏｆ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ｏｎ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｂｏｔｈ ｏｎ ａ ｐｅｒｓｏｎａｌ ｌｅｖｅｌ ａｎｄ ｏｎ ａｎ ｅｄｕｃａｔｉｏｎａｌ ｉｎｓｔｉｔｕｔｉｏｎａｌ ｌｅｖｅｌ. Ｏｎ ａ ｐｅｒｓｏｎａｌ ｌｅｖｅｌ ｔｈｅ ｓｔｅｒｅｏｔｙｐｅ ｃｏｕｌｄ ａｆｆｅｃｔ ａ ｓｔｕｄｅｎｔｓ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ ａｎｄ ｈｏｗ ｏｎｅ ｖｉｅｗ ｏｎｅｓｅｌｆ. Ｗｈｉｌｅ ｏｎ ａｎ ｉｎｓｔｉｔｕｔｉｏｎａｌ ｌｅｖｅｌ, ｔｈｅ ｗａｙ ａ ｔｅａｃｈｅｒ ｖｉｅｗｓ ａ ｓｔｕｄｅｎｔ ｃｏｕｌｄ ｅｆｆｅｃｔ ｏｎｅ'ｓ ｐｅｒｆｏｒｍａｎｃｅ ａｎｄ ｔｈｅ ｗａｙ ａ ｓｃｈｏｏｌ ｖｉｅｗｓ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｃｏｕｌｄ ｅｆｆｅｃｔ ａｃｃｅｐｔａｎｃｅ ｉｎｔｏ ｔｈｅ ｓｃｈｏｏｌ ａｎｄ ｔｈｅ ｓｔｕｄｅｎｔ'ｓ ｅｄｕｃａｔｉｏｎ. Ｆｏｒ ｃｅｎｔｕｒｉｅｓ ｐｅｏｐｌｅ ｔｒｉｅｄ ｔｏ ｄｅｔｅｒｍｉｎｅ ｉｆ ｉｎｔｅｌｌｉｇｅｎｃｅ ｉｓ ｂｉｏｌｏｇｉｃａｌ ｏｒ ｉｎｎａｔｅ ｔｈｒｏｕｇｈ ｖａｒｉｏｕｓ ｅｘｐｅｒｉｍｅｎｔｓ ａｎｄ ｓｔｕｄｉｅｓ. Ｔｈｉｓ "ｓｃｉｅｎｔｉｆｉｃ ｒａｃｉｓｍ" ｃａｎ ｂｅ ｓｅｅｎ ｉｎ Ｓａｍｕｅｌ Ｍｏｒｔｏｎ'ｓ ｓｔｕｄｙ ｏｎ ｔｈｅ ｓｉｚｅ ｏｆ ｔｈｅ ｈｕｍａｎ ｂｒａｉｎ. Ｍｏｒｔｏｎ ｏｂｔａｉｎｅｄ 800 ｓｋｕｌｌｓ ｆｒｏｍ ａｌｌ ｄｉｆｆｅｒｅｎｔ ｒａｃｅｓ ａｎｄ ｆｉｌｌｅｄ ｅａｃｈ ｓｋｕｌｌ ｗｉｔｈ ｓａｎｄ, ｍｅａｓｕｒｉｎｇ ｔｈｅ ｃａｐａｃｉｔｙ, ａｎｄ ａｆｔｅｒ ｆｉｎｄｉｎｇ ｔｈｅ ａｖｅｒａｇｅｓ ｏｆ ｔｈｅ ｂｒａｉｎ ｃａｐａｃｉｔｙ ｐｅｒ ｒａｃｅ, Ｍｏｒｔｏｎ ｄｅｔｅｒｍｉｎｅｄ ｔｈａｔ ｔｈｅ Ｅｎｇｌｉｓｈ ｈａｖｅ ｔｈｅ ｌａｒｇｅｓｔ ｂｒａｉｎ ｓｉｚｅ, ｓｏ ｔｈｅｒｅｆｏｒｅ ｍｕｓｔ ａｌｓｏ ｂｅ ｔｈｅ ｓｍａｒｔｅｓｔ. Ｈｏｗｅｖｅｒ, ｔｈｅｒｅ ａｒｅ ｍａｎｙ ｏｔｈｅｒ ｓｔｕｄｉｅｓ ｄｏｎｅ ｉｎｃｌｕｄｉｎｇ ＩＱ ｔｅｓｔｓ ｔｏ ｄｉｆｆｅｒｅｎｔ ｇｒｏｕｐｓ ｏｆ ｐｅｏｐｌｅ ｉｎ ｄｉｆｆｅｒｅｎｔ ｒｅｇｉｏｎｓ ｏｆ ｔｈｅ ｗｏｒｌｄ, ｂｕｔ ｔｈｅｒｅ ａｒｅ ｖａｒｉａｂｌｅｓ ｔｈａｔ ｃａｎｎｏｔ ｂｅ ａｔｔｒｉｂｕｔｅｄ ｆｏｒ ｓｕｃｈ ａｓ ｂａｃｋｇｒｏｕｎｄ ａｎｄ ｓｏｃｉａｌ ｏｒ ｃｕｌｔｕｒａｌ ｄｉｓａｄｖａｎｔａｇｅｓ (Ｆｏｎｇ, 81). Ｉｎ ａｄｄｉｔｉｏｎ, ＩＱ ｔｅｓｔｓ ａｒｅ ｒｅａｌｌｙ ｎｏ ｇｕａｒａｎｔｅｅ ｔｏ ｂｅ ｔｈｅ ｂｅｓｔ ｗａｙ ｔｏ ｍｅａｓｕｒｅ ｉｎｔｅｌｌｉｇｅｎｃｅ ｅｉｔｈｅｒ, ｂｕｔ ｔｈｅｒｅ ｉｓ ｎｏ ａｇｒｅｅｍｅｎｔ ｏｎ ｔｈｅ ｂｅｓｔ ｗａｙ ｔｏ ｍｅａｓｕｒｅ ｉｎｔｅｌｌｉｇｅｎｃｅ (Ｙｏｏ, 74). "Ｔｅｓｔｉｎｇ ｍａｙ ｎｏｔ ｈａｖｅ ｓｐｅｃｉｆｉｃａｌｌｙ ｓｅｔ ｏｕｔ ｔｏ 'ｐｒｏｖｅ' ｔｈｅ ｉｎｆｅｒｉｏｒｉｔｙ ｏｆ ｒａｃｉａｌ ｅｔｈｎｉｃ ｍｉｎｏｒｉｔｉｅｓ, ｂｕｔ ｉｔ ｌｅｎｔ ｓｕｐｐｏｒｔ ｔｏ ｗｉｄｅｌｙ ｈｅｌｄ ａｓｓｕｍｐｔｉｏｎｓ ｏｆ ｒａｃｉａｌ ｉｎｆｅｒｉｏｒｉｔｙ, ｄｉｆｆｅｒｅｎｃｅ, ａｎｄ ｈｉｅｒａｒｃｈｙ ｉｎ Ａｍｅｒｉｃａｎ ｓｏｃｉｅｔｙ" (Ｙｏｏ, 75). Ｈｏｗｅｖｅｒ, ｔｈｅｒｅ ａｒｅ ｍａｎｙ ｓｔｕｄｉｅｓ ｔｈａｔ ｄｅａｌ ｗｉｔｈ ｈｏｗ ｏｎｅ'ｓ ＩＱ ｈａｓ ａ ｈｉｇｈ ｃｏｒｒｅｌａｔｉｏｎ ｗｉｔｈ ｔｈｅ ｉｎｃｏｍｅ ｏｆ ｔｈｅ ｆａｍｉｌｙ ａｎｄ ｔｈｅ ｐｅｒｓｏｎ'ｓ ｅｄｕｃａｔｉｏｎａｌ ａｔｔａｉｎｍｅｎｔ (Ｓｕｚｕｋｉ, 30). Ａｌｓｏ, ｉｎ ｔｈｅ ｖｉｄｅｏ, Ｒａｃｅ - Ｔｈｅ Ｐｏｗｅｒ ｏｆ ａｎ Ｉｌｌｕｓｉｏｎ, ｔｈｅ ｅｘｐｅｒｉｍｅｎｔ ｔｈｅ ｓｔｕｄｅｎｔｓ ｄｉｄ ｉｎ ｃｏｍｐａｒｉｎｇ ｔｈｅｉｒ ＤＮＡ ｓｔｒａｎｄｓ ｗｉｔｈ ｆｅｌｌｏｗ ｓｔｕｄｅｎｔｓ ｏｆ ｖａｒｉｏｕｓ ｒａｃｅ ａｎｄ ｇｅｎｄｅｒ, ｐｒｏｖｅｄ ｔｈａｔ ｇｅｎｅｔｉｃａｌｌｙ ｔｈｅｒｅ ａｒｅ ｖｅｒｙ ｆｅｗ ｄｉｆｆｅｒｅｎｃｅｓ ｂｅｔｗｅｅｎ ｐｅｏｐｌｅ ｏｆ ｄｉｆｆｅｒｅｎｔ ｒａｃｅｓ (Ｒａｃｅ - Ｔｈｅ Ｐｏｗｅｒ ｏｆ ａｎ Ｉｌｌｕｓｉｏｎ). Ｔｈｅｒｅｆｏｒｅ, ｉｆ ｃｏｍｐｌｅｘ ｔｒａｉｔｓ ｌｉｋｅ ｉｎｔｅｌｌｉｇｅｎｃｅ ｃａｎｎｏｔ ｂｅ ｅｎｃｏｄｅｄ ｉｎ ｔｈｅ ｇｅｎｅｓ ｏｒ ｂｉｏｌｏｇｙ, ｔｈｅｎ ｐｏｓｓｉｂｌｙ ｏｎｅ'ｓ ｃｕｌｔｕｒａｌ ｖａｌｕｅｓ ａｎｄ ｅｘｐｅｒｉｅｎｃｅ ａｆｆｅｃｔ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｐｅｒｆｏｒｍａｎｃｅ ｉｎ ｓｃｈｏｏｌ. Ａｎｏｔｈｅｒ ｔｈｅｏｒｙ ａｓ ｔｏ ｔｈｅ ｉｎｔｅｌｌｉｇｅｎｃｅ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｉｓ ｂａｓｅｄ ｏｎ ｔｈｅ ｃｕｌｔｕｒａｌ ｖａｌｕｅｓ ｔｈａｔ ａｒｅ ｉｎｓｔｉｌｌｅｄ ｉｎ ｔｈｅｍ. Ｇｅｔｔｉｎｇ ａ ｇｏｏｄ ｅｄｕｃａｔｉｏｎ ａｍｏｎｇ Ａｓｉａｎ ｆａｍｉｌｉｅｓ ｉｓ ｓｉｇｎｉｆｉｃａｎｔ ｂｅｃａｕｓｅ ｔｈｅｙ ｆｅｅｌ ｔｈａｔ ｉｓ ｎｅｃｅｓｓａｒｙ ｔｏ ｈａｖｅ ａ ｇｏｏｄ ｆｕｔｕｒｅ ｉｎ Ａｍｅｒｉｃａ (Ｌｅｅ, 58). Ｉｎ ａｄｄｉｔｉｏｎ, Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ａｒｅ, "ｍｏｔｉｖａｔｅｄ ｂｙ ａ ｓｅｎｓｅ ｏｆ ｇｕｉｌｔ ａｎｄ ｒｅｓｐｏｎｓｉｂｉｌｉｔｙ ｔｏ ｔｈｅｉｒ ｆａｍｉｌｉｅｓ" ｂｅｃａｕｓｅ ｍａｎｙ Ａｓｉａｎ ｆａｍｉｌｉｅｓ ｍａｋｅ ｍａｎｙ ｓａｃｒｉｆｉｃｅｓ ｔｏ ａｌｌｏｗ ｔｈｅｉｒ ｃｈｉｌｄｒｅｎ ｔｈｅ ｏｐｐｏｒｔｕｎｉｔｙ ｔｏ ｇｅｔ ａｎ ｅｄｕｃａｔｉｏｎ ｉｎ Ａｍｅｒｉｃａ (Ｌｅｅ, 68). Ｉｎ ｆａｃｔ ａ ｓｔｕｄｙ ｉｎ Ｃｈｉｃａｇｏ ｆｏｕｎｄ ｔｈａｔ ａ ｈｉｇｈ ａｍｏｕｎｔ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｐａｒｅｎｔｓ ｗｏｕｌｄ ｂｅ ｗｉｌｌｉｎｇ ｔｏ ｇｉｖｅ ｕｐ ｔｈｅｉｒ ｏｗｎ ｆｉｎａｎｃｉａｌ ｓｅｃｕｒｉｔｙ ｔｏ ｈｅｌｐ ｆｕｒｔｈｅｒ ｔｈｅｉｒ ｃｈｉｌｄｒｅｎ'ｓ ｅｄｕｃａｔｉｏｎ. Ａｌｓｏ, ｗｉｔｈｉｎ Ａｓｉａｎ ｆａｍｉｌｉｅｓ ｔｈｅｒｅ ｉｓ ｔｈｅ ｍｅｎｔａｌｉｔｙ ｔｈａｔ ｔｈｅ ａｃａｄｅｍｉｃ ｓｕｃｃｅｓｓ ｏｆ ｔｈｅ ｃｈｉｌｄ ｒｅｆｌｅｃｔｓ ｔｈｅ ｐａｒｅｎｔｓ' ｓｕｃｃｅｓｓ ｉｎ ｒａｉｓｉｎｇ ｔｈｅｉｒ ｃｈｉｌｄ, ｗｈｉｃｈ ｐｕｔｓ ｍｏｒｅ ｐｒｅｓｓｕｒｅ ｏｎ ｔｈｅ ｃｈｉｌｄ ｔｏ ｄｏ ｗｅｌｌ (Ｆｏｎｇ, 94). Ｔｈｅ ｓｅｎｓｅ ｏｆ ｆｉｌｉａｌ ｐｉｅｔｙ, ｔｈｅ ｒｅｓｐｅｃｔ ｔｈａｔ ｏｎｅ ｈａｓ ｆｏｒ ｏｎｅ'ｓ ｐａｒｅｎｔｓ, ｃｏｎｔｒｉｂｕｔｅｓ ｔｏ ｔｈｅ ｆａｍｉｌｙ ｃｏｈｅｓｉｏｎ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｆａｍｉｌｉｅｓ, ｗｈｉｃｈ ｃｒｅａｔｅｓ ａ ｄｅｓｉｒｅ ｔｏ ｕｐｈｏｌｄ ｆａｍｉｌｙ ｈｏｎｏｒ ａｎｄ ｔｏ ｐｌｅａｓｅ ｏｎｅ'ｓ ｐａｒｅｎｔｓ. Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｐａｒｅｎｔｓ ａｌｓｏ ｔａｋｅ ａ ｍｏｒｅ ａｃｔｉｖｅ ｒｏｌｅ ｉｎ ｔｈｅ ｃｈｉｌｄ'ｓ ｌｉｆｅ ｔｈｒｏｕｇｈ ｓｅｔｔｉｎｇ ｕｐ ｐｒｅｐａｒａｔｉｏｎ ｃｏｕｒｓｅｓ ｆｏｒ ＳＡＴ'ｓ, ｐｉｃｋｉｎｇ ｔｈｅ ｓｃｈｏｏｌｓ ｔｈｅｉｒ ｃｈｉｌｄ ａｔｔｅｎｄｓ, ａｎｄ ｐｏｓｓｉｂｌｙ ｅｖｅｎ ｗｈａｔ ｃａｒｅｅｒ ｐａｔｈ ｔｈｅ ｃｈｉｌｄ ｔａｋｅｓ (Ｆｏｎｇ, 86,93). Ｔｈｅｒｅｆｏｒｅ, ｔｈｅｒｅ ｉｓ ａ ｖｅｒｙ ｓｔｒｏｎｇ ｗｏｒｋ ｅｔｈｉｃ ａｍｏｎｇ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｄｕｅ ｔｏ ａｌｌ ｔｈｅ ｐｒｅｓｓｕｒｅ ｐｕｔ ｏｎ ｔｈｅｍ ｆｒｏｍ ｃｕｌｔｕｒａｌ ｍｅｎｔａｌｉｔｉｅｓ ａｎｄ ｆｒｏｍ ｆａｍｉｌｉａｌ ｒｅｓｐｏｎｓｉｂｉｌｉｔｉｅｓ, ｂｕｔ ｓｏｍｅ ｓａｙ ｔｈｅｓｅ ｃｕｌｔｕｒａｌ ａｓｐｅｃｔｓ ａｒｅ ｎｏｔ ｅｎｏｕｇｈ ｔｏ ｅｘｐｌａｉｎ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔ'ｓ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ ｂｅｃａｕｓｅ ｔｈｅｙ ｄｏ ｎｏｔ ａｃｃｏｕｎｔ ｆｏｒ ｏｕｔｓｉｄｅ ｆａｃｔｏｒｓ. Ｔｈｅ ｔｈｅｏｒｙ ｏｆ Ｒｅｌａｔｉｖｅ Ｆｕｎｃｔｉｏｎａｌｉｓｍ ｃｏｍｂｉｎｅｓ ｅｌｅｍｅｎｔｓ ｆｒｏｍ ｔｈｅ ｉｎｆｌｕｅｎｃｅｓ ｏｆ ｃｕｌｔｕｒｅ ａｎｄ ｏｔｈｅｒ ｓｔｒｕｃｔｕｒａｌ ａｎｄ ｈｉｓｔｏｒｉｃａｌ ｆａｃｔｏｒｓ (Ｌｅｅ, 54). Ｄｕｅ ｔｏ ｔｈｅｓｅ ｃｕｌｔｕｒａｌ ｖｉｅｗｓ ｓｕｃｈ ａｓ ｔｈｅ ｉｍｐｏｒｔａｎｃｅ ａｎｄ ｎｅｃｅｓｓｉｔｙ ｏｆ ａ ｇｏｏｄ ｅｄｕｃａｔｉｏｎ, Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｍｉｇｈｔ ａｌｓｏ ｎａｒｒｏｗ ｔｈｅｉｒ ｅｄｕｃａｔｉｏｎ ｓｃｏｐｅ ｔｏ ｔｈｅ ｈａｒｄ ｓｃｉｅｎｃｅｓ ａｎｄ ｔｏ ｆｉｅｌｄｓ ｏｆ ｅｄｕｃａｔｉｏｎ ｔｈａｔ ｔｈｅｙ ｐｅｒｃｅｉｖｅ ａｓ ａｃｃｅｐｔａｂｌｅ ａｃｃｏｒｄｉｎｇ ｔｏ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ. Ａｌｓｏ, Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｃｏｕｌｄ ｇｒａｖｉｔａｔｅ ｔｏ ｔｈｏｓｅ ａｒｅａｓ ｏｆ ｈａｒｄ ｓｃｉｅｎｃｅｓ ｂｅｃａｕｓｅ ｏｆ ｌａｎｇｕａｇｅ ｂａｒｒｉｅｒｓ ｏｒ ｒａｃｉａｌ ｌｉｍｉｔａｔｉｏｎｓ, ｗｈｉｃｈ ａｒｅ ａｌｌ ｓｔｒｕｃｔｕｒａｌ ｆａｃｔｏｒｓ ｔｈａｔ ｃｏｎｓｔｒｉｃｔ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｉｎｔｏ ｔｈｅｓｅ ａｒｅａｓ ｏｆ ｅｄｕｃａｔｉｏｎ. Ｔｈｅｒｅｆｏｒｅ, ｔｈｅ ｔｈｅｏｒｙ ｏｆ Ｒｅｌａｔｉｖｅ Ｆｕｎｃｔｉｏｎａｌｉｓｍ ｓｔｉｌｌ ｓｕｐｐｏｒｔｓ ｔｈｅ ｃｕｌｔｕｒａｌ ｍｅｎｔａｌｉｔｙ ｏｆ ｔｈｅ ｉｍｐｏｒｔａｎｃｅ ｏｆ ａｎ ｅｄｕｃａｔｉｏｎ ａｎｄ ｈｏｗ ｉｔ ｗｉｌｌ ｇｅｔ ｔｈｅｍ ａ ｂｅｔｔｅｒ ｊｏｂ, ｂｕｔ ａｌｓｏ ｉｎｃｏｒｐｏｒａｔｅｓ ｔｈｅ ｄｉｆｆｅｒｅｎｔ ｓｔｒｕｃｔｕｒａｌ ａｎｄ ｈｉｓｔｏｒｉｃａｌ ｅｘｐｅｒｉｅｎｃｅｓ ｔｈｅｓｅ ｇｒｏｕｐｓ ｆａｃｅ (Ｆｏｎｇ, 87-88). Ｈｏｗｅｖｅｒ, ｅｖｅｎ ｔｈｏｕｇｈ ｔｈｉｓ ｔｈｅｏｒｙ ｂｒｏａｄｅｎｓ ｔｈｅ ｕｎｄｅｒｓｔａｎｄｉｎｇ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ, ｉｔ ｓｔｉｌｌ ｄｏｅｓ ｎｏｔ ａｄｄｒｅｓｓ ｔｈｏｓｅ ｓｔｕｄｅｎｔｓ ｗｈｏ ａｒｅ ｓｔｒｕｇｇｌｉｎｇ ｉｎ ｓｃｈｏｏｌ (Ｌｅｅ, 54). Ｅｖｅｎ ｔｈｏｕｇｈ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ｉｓ ｆｌａｔｔｅｒｉｎｇ ｔｏ ｔｈｅ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｃｏｍｍｕｎｉｔｙ, ｉｔ ｃｒｅａｔｅｓ ｍａｎｙ ｐｒｏｂｌｅｍｓ ｆｏｒ ｂｏｔｈ ｔｈｅ ｉｎｄｉｖｉｄｕａｌ ａｎｄ ｆｏｒ ｉｎｓｔｉｔｕｔｉｏｎｓ, ｗｈｉｃｈ ｉｎ ｔｕｒｎ ａｆｆｅｃｔｓ ｔｈｅ ｉｎｄｉｖｉｄｕａｌ. Ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ｐｕｔｓ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｕｎｄｅｒ ａ ｌｏｔ ｏｆ ｐｒｅｓｓｕｒｅ ｔｏ ｄｏ ｗｅｌｌ ｉｎ ｓｃｈｏｏｌ ａｎｄ ｓｕｃｃｅｅｄ (Ｆｏｎｇ, 61). Ｈｏｗｅｖｅｒ, ｔｈｅｒｅ ｉｓ ｓｔｉｌｌ ａ ｌａｒｇｅ ｐｏｐｕｌａｔｉｏｎ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｗｈｏ ａｒｅ ｎｏｔ ｓｕｃｃｅｅｄｉｎｇ ａｎｄ ｄｏｉｎｇ ｗｅｌｌ ｉｎ ｓｃｈｏｏｌ, ｗｈｉｃｈ ｃａｕｓｅｓ ｔｈｅｓｅ ｓｔｕｄｅｎｔｓ ｐｅｒｓｏｎａｌ ａｎｄ ｅｍｏｔｉｏｎａｌ ｄｉｌｅｍｍａｓ. Ｗｈｅｎ ｓｔｕｄｅｎｔｓ ｄｏ ｎｏｔ ｐｅｒｆｏｒｍ ａｓ ｗｅｌｌ ａｓ ｔｈｅｉｒ ｐａｒｅｎｔｓ ｗｏｕｌｄ ｌｉｋｅ, ｔｈｅｒｅ ａｒｅ ｆｅｅｌｉｎｇｓ ｏｆ ｆａｉｌｕｒｅ, ｗｈｉｃｈ ｃａｎ ｃａｕｓｅ ｃｈｉｌｄｒｅｎ ｔｏ ｂｅ ｖｅｒｙ ｓｅｌｆ-ｃｒｉｔｉｃａｌ ｏｆ ｔｈｅｍｓｅｌｖｅｓ ａｎｄ ｅｖｅｎ ｓｕｉｃｉｄａｌ (Ｆｏｎｇ, 93). Ｔｈｅｒｅ ａｒｅ ｍａｎｙ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｗｈｏ ａｒｅ ｎｏｔ ｄｏｉｎｇ ｗｅｌｌ ｉｎ ｓｃｈｏｏｌ ｙｅｔ ｄｏ ｎｏｔ ｓｅｅｋ ｈｅｌｐ ｆｒｏｍ ｔｕｔｏｒｓ ｏｒ ｔｅａｃｈｅｒｓ ｂｅｃａｕｓｅ ｔｈｅｙ ｗｏｕｌｄ ｒａｔｈｅｒ ｈｉｄｅ ｂｅｈｉｎｄ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ａｎｄ ｎｏｔ ｄｅａｌ ｗｉｔｈ ｔｈｅ ｓｈａｍｅ ｏｆ ｄｉｓｐｒｏｖｉｎｇ ｔｈｅ ｓｔｅｒｅｏｔｙｐｅ (Ｌｅｅ, 61). Ｉｎ ａｄｄｉｔｉｏｎ, ｂｙ ｃｏｎｆｏｒｍｉｎｇ ｔｏ ｔｈｅ ｓｔｅｒｅｏｔｙｐｅ ｏｒ ｎｏｔ ｆｉｔｔｉｎｇ ｉｎｔｏ ｔｈｅ ｓｔｅｒｅｏｔｙｐｅ ｔｈｅｓｅ ｓｔｕｄｅｎｔｓ ａｒｅ ｂｅｉｎｇ ｆｏｒｃｅｄ ｔｏ ｌｏｓｅ ｔｈｅｉｒ ｏｗｎ ｖｏｉｃｅｓ ｂｅｃａｕｓｅ ｉｎ ｆｕｌｆｉｌｌｉｎｇ ｔｈｅ ｓｔｅｒｅｏｔｙｐｅ ｔｈｅ ｓｔｕｄｅｎｔ ｌｏｓｅｓ ｈｉｓ/ｈｅｒ ｉｎｄｉｖｉｄｕａｌｉｔｙ (Ｆｏｎｇ, 9). Ｌｉｋｅｗｉｓｅ, ｉｆ ａ ｓｔｕｄｅｎｔ ｉｓ ｎｏｔ ｂｅｉｎｇ ｓｕｃｃｅｓｓｆｕｌ ｉｎ ｔｈｅ ｅｙｅｓ ｏｆ ｈｉｓ/ｈｅｒ ｐａｒｅｎｔｓ ｔｈｅ ｓｔｕｄｅｎｔ ｉｓ ｉｎｃｌｉｎｅｄ ｔｏ ｎｏｔ ｓｐｅａｋ ｔｏ ａｎｙｏｎｅ ａｂｏｕｔ ｈｉｓ/ｈｅｒ ｐｒｏｂｌｅｍｓ ｏｒ ｇｅｔ ｈｅｌｐ ｂｅｃａｕｓｅ ｂｙ ｅｘｐｒｅｓｓｉｎｇ ｔｈｅｓｅ ｔｈｉｎｇｓ ｔｏ ｐｅｏｐｌｅ ｗｏｕｌｄ ｂｒｉｎｇ ｄｉｓｈｏｎｏｒ ｔｏ ｔｈｅ ｆａｍｉｌｙ, ｗｈｉｃｈ ｃａｕｓｅｓ ｔｈｅｍ ｔｏ ｌｏｓｅ ｔｈｅｉｒ ｖｏｉｃｅ ａｓ ｗｅｌｌ (Ｆｏｎｇ, 61). Ｈｏｗｅｖｅｒ, ｍａｎｙ ｏｆ ｔｈｅｓｅ ｓｔｕｄｅｎｔｓ ｗｈｏ ａｒｅ ｎｏｔ ｄｏｉｎｇ ｗｅｌｌ ｓｔｉｌｌ ｗｏｒｋ ｈａｒｄ ｉｎ ｓｃｈｏｏｌ, ｂｕｔ ｉｎ ｍａｎｙ ｓｉｔｕａｔｉｏｎｓ ｓｉｎｃｅ ｔｈｅｉｒ Ｅｎｇｌｉｓｈ ｐｒｏｆｉｃｉｅｎｃｙ ｉｓ ｓｏ ｌｏｗ ｉｔ ｐｕｔｓ ｔｈｅｍ ａｔ ａ ｄｉｓａｄｖａｎｔａｇｅ ｉｎ ａｌｌ ｏｆ ｔｈｅｉｒ ｏｔｈｅｒ ｃｌａｓｓｅｓ (Ｌｅｅ, 60). Ｅｖｅｎ ｔｈｏｕｇｈ ｔｈｅｒｅ ｉｓ ａ ｎｅｅｄ ｆｏｒ ｂｉｌｉｎｇｕａｌ ｅｄｕｃａｔｉｏｎ ａｎｄ ｒｅｍｅｄｉａｌ Ｅｎｇｌｉｓｈ, ｔｈｅ ｅｄｕｃａｔｉｏｎａｌ ｓｙｓｔｅｍ ｉｎ Ｃａｌｉｆｏｒｎｉａ ｈａｓ ｅｌｉｍｉｎａｔｅｄ ｔｈｅ ｐｒｏｇｒａｍ ｄｕｅ ｔｏ Ｐｒｏｐｏｓｉｔｉｏｎ 227 (Ｆｏｎｇ, 91). Ｌｅｅ ｔａｌｋｓ ａｂｏｕｔ ｈｏｗ ａｔ Ａｃａｄｅｍｉｃ ｈｉｇｈ ｓｃｈｏｏｌ ｔｈｅｒｅ ｉｓ ａ ｐｒｏｇｒａｍ ｃａｌｌｅｄ ＥＳＯＬ, ｗｈｉｃｈ ｉｎｃｏｍｉｎｇ ｆｒｅｓｈｍｅｎ ｔａｋｅ ｉｆ ｔｈｅｙ ａｒｅ ｓｔｒｕｇｇｌｉｎｇ, ｂｕｔ ｔｈｉｓ ｃｌａｓｓ ｉｓ ｌｏｏｋｅｄ ｄｏｗｎ ｕｐｏｎ ｂｙ ｔｈｅ ｓｔｕｄｅｎｔｓ ｆｅｌｌｏｗ ｐｅｅｒｓ. Ｔｈｅｒｅｆｏｒｅ, ｎｏｔ ｏｎｌｙ ｄｏ ｓｔｕｄｅｎｔｓ ｎｏｔ ｗａｎｔ ｔｏ ｂｅ ｉｎ ｔｈｅ ｃｌａｓｓ, ｔｈｅｙ ｃｏｎｓｉｄｅｒ ｔｈｅｍｓｅｌｖｅｓ ａｓ 'ｌｏｓｅｒｓ' ａｎｄ ｄｏ ｎｏｔ ｓｅｅ ｔｈｅ ｖａｌｕｅ ｉｎ ｔｒｙｉｎｇ ｔｏ ｂｅｃｏｍｅ ａ 'ｗｉｎｎｅｒ' (Ｌｅｅ, 65). Ｔｈｉｓ ｔｈｅｒｅｆｏｒｅ ａｆｆｅｃｔｓ ｔｈｅ ｔｅａｃｈｅｒ'ｓ ａｔｔｉｔｕｄｅ ａｎｄ ｒｅａｃｔｉｏｎｓ ｔｏｗａｒｄｓ ｔｈｅｓｅ ｓｔｕｄｅｎｔｓ, ｗｈｉｃｈ ｐｅｒｐｅｔｕａｔｅｓ ｔｈｅ ｄｏｗｎｗａｒｄ ｓｐｉｒａｌ ｏｆ ｈｏｗ ｔｈｉｓ ｓｔｕｄｅｎｔ ｓｅｅｓ ｈｉｍ/ｈｅｒｓｅｌｆ ａｎｄ ｈｉｓ/ｈｅｒ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ. Ｔｈｅ ｔｅａｃｈｅｒｓ ｄｅｓｃｒｉｂｅｄ ｉｎ Ｌｅｅ'ｓ ｂｏｏｋ ａｌｌ ｔａｋｅ ｔｈｅ ｓｔａｎｃｅ ｔｈａｔ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ａｒｅ ｇｏｏｄ ａｎｄ ｅａｓｙ ｔｏ ｔｅａｃｈ ｂｅｃａｕｓｅ ｔｈｅｙ ａｒｅ ｗｅｌｌ ｂｅｈａｖｅｄ ａｎｄ ｄｏｎ'ｔ ｃａｕｓｅ ｍｕｃｈ ｔｒｏｕｂｌｅ. Ｈｏｗｅｖｅｒ, ｗｈｅｎ ａ ｔｅａｃｈｅｒ ｉｓ ａｓｋｅｄ ａｂｏｕｔ ｏｎｅ ｏｆ ｔｈｅ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｗｈｏ ｉｓ ｎｏｔ ｄｏｉｎｇ ａｓ ｗｅｌｌ ｔｈｅ ｔｅａｃｈｅｒ ｄｅｓｃｒｉｂｅｓ ｈｉｍ ａｓ ｂｅｉｎｇ, "ｂｒｉｇｈｔ, ｂｕｔ ｌａｚｙ" ａｎｄ, "ｎｏｔ ｌｉｋｅ ｍｙ ｏｔｈｅｒ Ａｓｉａｎ ｓｔｕｄｅｎｔｓ...ｈｅ'ｓ ｃａｐａｂｌｅ ｏｆ ｄｏｉｎｇ ｂｅｔｔｅｒ". Ｔｈｒｏｕｇｈ ｔｈｅｓｅ ｑｕｏｔｅｓ ｉｔ ｉｓ ａｐｐａｒｅｎｔ ｔｈａｔ ｔｈｅｓｅ ｔｅａｃｈｅｒｓ ｈａｖｅ ｖｅｒｙ ｐｏｓｉｔｉｖｅ ｖｉｅｗｐｏｉｎｔｓ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ, ａｎｄ ｔｅａｃｈｅｒｓ ｅｖｅｎ ｓａｉｄ ｔｈｅｙ ｐａｓｓｅｄ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｊｕｓｔ ｂｅｃａｕｓｅ ｈｅ ｏｒ ｓｈｅ ｗａｓ ａ ｇｏｏｄ ｐｅｒｓｏｎ (Ｌｅｅ, 62-63). Ｔｈｅｒｅｆｏｒｅ, ｔｈｅ ｐｒｏｊｅｃｔｉｏｎ ｔｈａｔ ｔｈｅ ｔｅａｃｈｅｒ ｐｕｔｓ ｏｎ ｔｈｅｓｅ ｓｔｕｄｅｎｔｓ ａｆｆｅｃｔｓ ｔｈｅ ｐｅｒｆｏｒｍａｎｃｅ ｏｆ ｔｈｅ ｓｔｕｄｅｎｔ ｔｈｒｏｕｇｈ ｔｈｅ ｓｅｌｆ-ｆｕｌｆｉｌｌｉｎｇ ｐｒｏｐｈｅｃｙ. Ｗｈｅｎ ａ ｔｅａｃｈｅｒ ｐｕｔｓ ａ ｌａｂｅｌ ｏｎ ａ ｓｔｕｄｅｎｔ, ｔｈｅ ｔｅａｃｈｅｒ ｔｅｎｄｓ ｔｏ ａｃｔ ｔｏｗａｒｄｓ ｔｈｅ ｓｔｕｄｅｎｔ ｉｎ ｔｈｅ ｗａｙ ｈｅ/ｓｈｅ ｖｉｅｗｓ ｔｈｅ ｓｔｕｄｅｎｔ, ｔｈｅｎ ｔｈｅ ｓｔｕｄｅｎｔ'ｓ ｂｅｈａｖｉｏｒ ｍａｔｃｈｅｓ ｗｈａｔ ｔｈｅ ｔｅａｃｈｅｒ ｌａｂｅｌｅｄ ｈｉｍ/ｈｅｒ ａｓ, ｔｈｅ ｔｅａｃｈｅｒ ｔｈｅｎ ｓｅｅｓ ｔｈｅ ｓｔｕｄｅｎｔｓ ｐｅｒｆｏｒｍａｎｃｅ ａｎｄ ｃｏｎｆｉｒｍｓ ｔｈｅ ｉｎｉｔｉａｌ ｌａｂｅｌ, ａｎｄ ｌａｓｔｌｙ ｔｈｅ ｓｔｕｄｅｎｔ ａｃｃｅｐｔｓ ｔｈｅ ｌａｂｅｌ ａｓ ｐａｒｔ ｏｆ ｈｉｍ/ｈｅｒｓｅｌｆ (Ａｎｄｅｒｓｏｎ, 452). Ｂａｓｅｄ ｏｎ ｔｈｅ ｓｅｌｆ-ｆｕｌｆｉｌｌｉｎｇ ｐｒｏｐｈｅｃｙ, ｉｔ ｉｓ ｐｏｓｓｉｂｌｅ ｆｏｒ ｔｅａｃｈｅｒｓ ｔｏ ｅｖｏｋｅ ａ ｄｅｓｉｒｅｄ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ ｆｒｏｍ ｔｈｅ ｓｔｕｄｅｎｔ ｂａｓｅｄ ｏｎ ｈｏｗ ｔｈｅ ｔｅａｃｈｅｒ ｐｅｒｃｅｉｖｅｓ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ. Ｉｎ Ａｃａｄｅｍｉｃ ｈｉｇｈ ｓｃｈｏｏｌ, ｓｉｎｃｅ ｔｈｅ ｔｅａｃｈｅｒ'ｓ ｆａｖｏｒｅｄ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ, ｔｈｅ ｓｕｃｃｅｓｓ ｏｆ ｔｈｅ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔ ｐｏｐｕｌａｔｉｏｎ ｉｓ ｒｅｆｌｅｃｔｅｄ ｉｎ ｔｈｅ ｈｉｇｈ ａｍｏｕｎｔ ｏｆ Ａｓｉａｎｓ ｂｅｉｎｇ ｉｎ ｔｈｅ ｔｏｐ 10 ｏｆ ｔｈｅ ｓｃｈｏｏｌ (Ｌｅｅ, 62, 56). Ｗｉｔｈ ａｎ ｉｎｃｒｅａｓｅ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｂｅｉｎｇ ｉｎ ｔｈｅ ｔｏｐ ｏｆ ｔｈｅｉｒ ｃｌａｓｓｅｓ, ｔｈｉｓ ａｌｓｏ ｅｆｆｅｃｔｓ ｈｏｗ ｉｎｓｔｉｔｕｔｉｏｎｓ ａｎｄ ｃｏｌｌｅｇｅｓ ｓｅｅ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ. Ｅｖｅｎ ｔｈｏｕｇｈ ｔｈｅ ａｍｏｕｎｔ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｔｏ ｇｅｔ ｉｎｔｏ ｔｈｅ Ｉｖｙ Ｌｅａｇｕｅ ｓｃｈｏｏｌｓ ａｎｄ ｕｎｄｅｒｇｒａｄｕａｔｅ ｐｒｏｇｒａｍｓ ｌｉｋｅ Ｕｎｉｖｅｒｓｉｔｙ ｏｆ Ｃａｌｉｆｏｒｎｉａ ａｔ Ｂｅｒｋｅｌｅｙ ｉｓ ｉｎｃｒｅａｓｉｎｇ ｔｈｅｒｅ ｗａｓ ａ ｐｏｉｎｔ ｗｈｅｒｅ Ａｓｉａｎ Ａｍｅｒｉｃａｎｓ ｗｅｒｅ ｄｉｓｃｒｉｍｉｎａｔｅｄ ａｇａｉｎｓｔ ａｎｄ ｆａｃｅｄ ｄｉｆｆｉｃｕｌｔｉｅｓ ｉｎ ｇｅｔｔｉｎｇ ｉｎｔｏ ｃｅｒｔａｉｎ ｓｃｈｏｏｌｓ ａｎｄ ｅｓｔａｂｌｉｓｈｍｅｎｔｓ. Ｆｏｒ ｅｘａｍｐｌｅ, ａｔ ＵＣ Ｂｅｒｋｅｌｅｙ ｆｒｏｍ 1983 ｔｏ 1984 ｔｈｅｒｅ ｗａｓ ａ ｄｒｏｐ ｉｎ ｔｈｅ ａｍｏｕｎｔ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ａｃｃｅｐｔｅｄ, ｗｈｉｃｈ ｉｓ ｓｅｅｎ ａｓ ｂｅｉｎｇ ａ ｄｉｓｃｒｉｍｉｎａｔｏｒｙ ｐｒａｃｔｉｃｅ ｄｕｅ ｔｏ ｔｈｅ ａｎｔｉ-Ａｓｉａｎ ｓｅｎｔｉｍｅｎｔｓ ｏｎ ｃａｍｐｕｓ. Ａｆｔｅｒ ｃｌｏｓｅ ｓｃｒｕｔｉｎｙ ｏｆ ＵＣ Ｂｅｒｋｅｌｅｙ ａｎｄ ｍａｎｙ ｏｔｈｅｒ ｓｃｈｏｏｌｓ ｉｎｃｌｕｄｉｎｇ Ｙａｌｅ, Ｐｒｉｎｃｅｔｏｎ, Ｓｔａｎｆｏｒｄ, ａｎｄ ＵＣＬＡ ａ ｄｅｃｒｅａｓｅ ｉｎ ｔｈｅ ａｍｏｕｎｔ ｏｆ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ａｃｃｅｐｔｅｄ ｗｅｒｅ ｆｏｕｎｄ. Ｔｈｅｓｅ ｓｃｈｏｏｌｓ ｄｉｄ ｎｏｔ ａｄｍｉｔ ｔｏ ｐｒａｃｔｉｃｉｎｇ ｄｉｓｃｒｉｍｉｎａｔｏｒｙ ａｃｃｅｐｔａｎｃｅ ｐｏｌｉｃｉｅｓ, ｂｕｔ ｂｌａｍｅｄ ｐａｒｔ ｏｆ ｔｈｅ ｈｉｇｈ ａｄｍｉｓｓｉｏｎ ｒａｔｅｓ ｏｆ ｎｏｎ-Ａｓｉａｎｓ ｔｏ ｃｈｉｌｄｒｅｎ ｏｆ ａｌｕｍｎｉ (Ｆｏｎｇ, 103-104). Ｔｈｅｒｅｆｏｒｅ, ｔｈｅ ｗａｙ ｔｈａｔ ｉｎｓｔｉｔｕｔｉｏｎｓ ｖｉｅｗ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔ ａｆｆｅｃｔｓ ｔｈｅ ｓｔｕｄｅｎｔ'ｓ ａｃｃｅｓｓ ｉｎｔｏ ａ ｓｃｈｏｏｌ ａｎｄ ｅｆｆｅｃｔｓ ｈｉｓ ｏｒ ｈｅｒ ｅｄｕｃａｔｉｏｎ ａｓ ｗｅｌｌ. Ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ａｆｆｅｃｔｓ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｉｎ ｒｅｇａｒｄ ｔｏ ａｃａｄｅｍｉｃｓ ｉｎ ｍａｎｙ ｗａｙｓ. Ｂａｓｅｄ ｏｎ ｔｈｅ ｃｕｌｔｕｒａｌ ｉｎｆｌｕｅｎｃｅｓ ａｎｄ ｖａｌｕｅｓ ｔｈａｔ ａｒｅ ｉｎｓｔｉｌｌｅｄ ｉｎ ａｎ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔ, ａ ｓｅｎｓｅ ｏｆ ｆｉｌｉａｌ ｐｉｅｔｙ, ａ ｓｔｒｏｎｇ ｗｏｒｋ ｅｔｈｉｃ, ａｎｄ ｔｈｅ ｄｅｓｉｒｅ ｆｏｒ ａ ｇｏｏｄ ｅｄｕｃａｔｉｏｎ ａｒｅ ｉｎｇｒａｉｎｅｄ ｉｎ ｔｈｅ ｃｈｉｌｄ, ｗｈｉｃｈ ａｆｆｅｃｔｓ ｔｈｅ ｓｔｕｄｅｎｔｓ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ. Ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ｍｉｇｈｔ ｐｕｓｈ ｓｔｕｄｅｎｔｓ ｔｏ ｗｏｒｋ ｈａｒｄｅｒ ｔｏ ｐｌｅａｓｅ ｔｈｅｉｒ ｐａｒｅｎｔｓ ａｎｄ ｔｏ ｆｕｌｆｉｌｌ ｔｈｅ ｒｏｌｅ ｔｈａｔ ｔｅａｃｈｅｒｓ ｏｒ ｔｈｅｉｒ ｐｅｅｒｓ ｍｉｇｈｔ ｈａｖｅ ｆｏｒ ｔｈｅｍ, ｗｈｉｃｈ ｐｕｔｓ ｔｈｅｓｅ ｓｔｕｄｅｎｔｓ ｕｎｄｅｒ ａ ｔｒｅｍｅｎｄｏｕｓ ａｍｏｕｎｔ ｏｆ ｐｒｅｓｓｕｒｅ. Ｏｒ ｓｔｕｄｅｎｔｓ ｍｉｇｈｔ ｈｉｄｅ ｂｅｈｉｎｄ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ｂｅｃａｕｓｅ ｔｈｅｙ ａｒｅ ａｓｈａｍｅｄ ｔｏ ｓｈｏｗ ｐｅｏｐｌｅ ｔｈｅｉｒ ｆａｉｌｕｒｅ ｔｏ ｆｕｌｆｉｌｌ ｔｈｅ ｓｔｅｒｅｏｔｙｐｅ. Ｉｎ ａｄｄｉｔｉｏｎ, ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ａｆｆｅｃｔｓ ｏｎｅ'ｓ ａｃａｄｅｍｉｃ ｐｅｒｆｏｒｍａｎｃｅ ｉｎ ｔｈｅ ｃｌａｓｓｒｏｏｍ ａｓ ｗｅｌｌ ｂａｓｅｄ ｏｎ ｈｏｗ ｔｈｅ ｔｅａｃｈｅｒ ａｎｄ ｉｎｓｔｉｔｕｔｉｏｎ ｖｉｅｗｓ Ａｓｉａｎ Ａｍｅｒｉｃａｎ ｓｔｕｄｅｎｔｓ ｔｈｒｏｕｇｈ ｔｈｅ ｓｅｌｆ-ｆｕｌｆｉｌｌｉｎｇ ｐｒｏｐｈｅｃｙ ｔｈｅｏｒｙ ａｎｄ ａｃｃｅｐｔａｎｃｅ ｐｏｌｉｃｉｅｓ ｉｎｔｏ ｔｈｅｉｒ ｉｎｓｔｉｔｕｔｉｏｎ. Ｔｈｅｒｅｆｏｒｅ, ｅｖｅｎ ｔｈｏｕｇｈ ｔｈｅ ｍｏｄｅｌ ｍｉｎｏｒｉｔｙ ｓｔｅｒｅｏｔｙｐｅ ｍｉｇｈｔ ｂｅ ｐｏｓｉｔｉｖｅ ｏｎ ｔｈｅ ｓｕｒｆａｃｅ, ｔｈｅ ａｆｆｅｃｔ ｉｔ ｈａｓ ｏｎ ｅｄｕｃａｔｉｏｎ ｉｓ ｂｏｔｈ ｇｏｏｄ ａｎｄ ｄｅｔｒｉｍｅｎｔａｌ. |
Image of social work schools in chicago
 |
| social work schools in chicago |
social work schools in chicago Image 1
|
| social work schools in chicago |
social work schools in chicago Image 2
 |
| social work schools in chicago |
social work schools in chicago Image 3
 |
| social work schools in chicago |
social work schools in chicago Image 4
 |
| social work schools in chicago |
social work schools in chicago Image 5
Related blog with social work schools in chicago
- cipherjournal.blogspot.com/...a MSW from the University of, Jen staid in Chicago to do social work and fight the good fight, while David...career-switchers into public school systems, such as the Chicago...
- culturalsabotage.blogspot.com/...assistant principal, Chicago schools tend to apply the...just do not work. They alienate youth...the point? Police in schools...against the huge social forces...
- the-otolith.blogspot.com/...due to knowing their works. Also, the U.S. scene in itself is rich with a... side, the variety of schools, of course, leads to...
- jeffberkowitz.blogspot.com/...This is the biggest social justice issue of our generation. Twenty thousand children, last year, in the Chicago Public Schools, said I would like to leave...
- ibloga.blogspot.com/...University of Chicago Law School in 1994. To be sure, Bell’s work appeared on... on the radical Chicago Annenberg Challenge ) until...their support behind a socialist who has...
- redheadinfidel.blogspot.com/...Monday’s boycott of schools, jobs and...the protest with great social movements in American history: By a..., too much work, and will cost a fine...
- wolftrappe.blogspot.com/...something different than either the working out of monolithic ...mechanical effects of social contracts arbitrarily...; and that it is in these actual ...
- jeffberkowitz.blogspot.com/...indigestion. So, the Edit Board, working with its bosses, and...Editor, Moderator and Anchor]: The Chicago Tribune went to court...candidate for the U. S. Senate in Illinois, Jack Ryan… and the...
- christiangunslinger.blogspot.com/...? I, as well as other social science teachers, taught in portable class rooms for...before St. Charles Unified School District 303 built a new...
- catholic-caveman.blogspot.com/...DePaul University’s School for New Learning...: Work and the Modern Self and Catholic Social Ethics. He...at Newberry Library in Chicago and Loyola University...
Social Work Schools In Chicago - Blog Homepage Results
...scale that does not sound "in tune" when playing wind.... Drones work MUCH better and ...Chris Leuba (ex horn from the Chicago Symphony) did an...
Rob Cby
...complete story. Absolute Poker and Ultimate Bet Poker in Bankruptcy May 13, 2011 For those of you...Poker Blog Boogsters Blog Casino Ownage Chicago Poker Club Chris Morton Coach Travis Donkeypuncher...
...1978 to 1980) • While working with the Feinberg Group.... In 2007, donated... a Harvard Law School professor; prior to that...professor at the Univ. of Chicago Law School (1981-2008...
Related Video with social work schools in chicago
social work schools in chicago Video 1
social work schools in chicago Video 2
social work schools in chicago Video 3
0 개의 댓글:
댓글 쓰기