Understanding: Asian American American Children &

Adolescents

Presented by:
Bailey willoughby Tailer Fraizer Madorra Thomas
 Origin
● 4 major groups of asian americans
○ East Asian (chinese, Japanese, & Korean)
○ Pacific Islander
○ SouthEast Asian (Thai & Vietnamese)
○ South Asians (Indian & Pakistani)
Origin (continued)
● Term “Asian American” did not exist before the mid-1960s.
● Asian Americans have lived in the united states for a
century and a half
○ Chinese & Indians since mid-1800s
○ Japanese since late 1800s
○ Koreans & Filipinos since the first decade of the 20th
century
Asian Americans Today
● U.D. Census Bureau states that 20,995,347 Asian Americans lived in the
United states
● By 2020, 1 in 10 children in the U.S. are projected to be Asian American
● There are many things that a professional may misunderstand when
working with Southeast Asian children in regards to their culture
○ I.E. A lot of people refer to any Southeast Asian children as
“Vietnamese” which can be insulting due to not recognizing their
major cultural differences
Stereotyping
● Often referred to as “model minority” because of their incredible
educational, occupational, and economic successes
-The media likes to emphasize this and portray asian americans this
way
● A common stereotype: Asian americans are extremely good at
mathematics, but not with verbal tasks.
● These stereotypes cause educators, and the general public to believe that
Asian Americans are good at everything.
Stereotyping (Continued)
● Also labeled as “whiz kids” and also referred to as “problem free”.
(Mainly used in multiple amounts of literature)
● Assumption that every asian american is of high class status
-”for every $100 that a white American earns, an Asian American
averages about $85.” (yale.edu)
● https://youtu.be/9E0_8KPvOt0
Cultural Characteristics
● CHildren growing up in the multicultural setting grow to have an
identity issues
● When greeting, Asian Americans often bow their heads to show respect
(half incorrect, half correct)
● Newly arrived asian americans struggle with being caught between their
parents’ culture & their school culture
Cultural Characteristics (Continued)
● “The Asian-American population grew faster than any other race group
from 2000 to 2010 (46%) and its numbers roughly quadrupled from 1980
to 2010” (pewsocialtrends.org)
● over half of foreign-born Asian-American adults either speak only
English at home or speak English very well (53%). (pewsocialtrends.org)
Essay questions (part 1)
Question 1. What challenges do female asian americans face when entering the european
american culture? How can educators help ease the frustration and enhance self esteem for
females?

Answer: Often when coming to America any ethnic group, in this case Asian Americans, will
face racism, stereotyping including cultural appropriation, and especially in females,
sexism. Even in extreme cases being less likely to find higher paying jobs in everyday living
because of them being newly founded in the country. In education instructors or professors
alike can help raise awareness for ethnic groups within the community as well as open up the
opportunities in the educational field.
Essay questions (part 2)
Question: Briefly describe some of the historical events that have led to the broad range of
Asian Americans that are now part of our education system. How might these events
contribute to different cultural perspectives within the Asian American community?

ANswer: Initially, there was a strict ban on any Chinese immigrants in the 1800s, but was
later lifted in 1965. After it was lifted they were more culturally accepted, which is going to
lead to a higher amount of incoming asian americans. Within those choosing to pursue in
education saw more first hand, how asian americans were treated and viewed. This will also
allow the original American citizens to become more culturally accepting rather than
choosing to shut the rest of the world out.
Language
● OVer 70% of Asian Americans over the age of 25 were born in their native country
● In 2012 of 41 million foreign-born immigrants 85% spoke a language other than english
at home. (Half did not speak english “very well”)
● Many Asian Americans are bilingual

HOwever this does not interfere with learning english in school.

Educators need to understand that children fluent in their heritage language can still learn the language of the society in
which they live in
UNderstanding the spoken word and being understood while speaking english often pose difficult situations.
This can be exceptionally difficult for Asian American English Language learners in school systems that forbid the speaking of
their native language.
Language
Children +5 years of age
- 49.1% did not speak English “very well”
- 35% were linguistically isolated
Asian Americans often come from bilingual backgrounds and cultural traditions/Customs
often restrict or impede verbal communication at least temporarily.
It is not uncommon for many Asian American families to encourage one-way communication.

As educators we must also be aware of nonverbal communication.

- Leaning forward can express concern, interest in the topic or be seen as polite.
- Leaning Backwards conveys the child may be withdrawn from the topic and is uninterested.
Achievement Level
Some Asian American students do not fare well educationally however many
do.
College Higher Degrees (2015)
- 55% of Asian American Males
- 50% of Asian American Females
It is unrealistic to expect ALL Asian Americans to attain such achievement levels.
When entering the US children may often experience a clash of cultures as well as expectations of
their new homes and schools.
Achievement Level
The Differences Between Asian and European American
- In Asian countries teachers are held to a higher status than in the US.
- Asian parents and children, culturally expect considerable amount of structure and
organization.
- In asian American culture students are taught to wait to answer unless the teacher
requests otherwise.
- Listen more than you speak
School Practices Promoting Asian American Progress
Educators who understand Asian-American cultural background and potential School related
problems may actually contribute to their academic and social success in US schools.The tendency
towards generalizing across Asian customs and assuming too much homogeneity among
Learners in the gates or overlooks the tremendous Cultural diversity toward groups and ignores
generational and socioeconomic differences.

https://www.youtube.com/watch?v=tI8bnRDo3bA
School Practices Promoting Asian American Progress
School Practices that can promote Asian American achievement and psychosocial development:

1. Providing teaching and learning experiences that place Asian American learners at an
advantage
2. Making school expectations clear to both students and parents.
3. Not expecting Asian American students to participate in discussion and sharing times,
during which they may say something that they feel might shame their name or reputation.
4. Having realistic academic and behavioral expectations of asian american learners;
recognizing that some are academic achievers and some may be lower achievers. .
School Practices Promoting Asian American Progress
Suggestions for understanding and teaching Asian American learners:
1. Avoid reprimanding or disciplining Asian American learners in front of their peers.
2. Avoid thinking that all asian americans are high achievers who reach excellence.
3. Help the Asian American family to understand the US school system and its expectations of
learners and their families.
4. Understand that behavior (at least to European American teacher) that may indicate
indifference or lack of interest is appropriate for asian american learners.
5. Understand other culturally specific traits: Asian American learners may be modest in
dress, manner and behavior; girls may be quieter than boys; girls may not want to reveal
their legs during PE; and other problems may result when assigning girls and boys as
cooperative learning partners.
Promoting Cultural Identity
Asian AMerican Students have special needs and responsive educators need to address them.
Students need teaching and learning experiences that support and reflect their cultural
and social learning.
Without this students may question their self and cultural worth.

Attending a school that appears to direct attention toward the majority culture can cause
Asian americans to question their place in the school.
Promoting Cultural Identity
Firstly we must consider the actual effect of the school experience on the Asian American learner.

Educators can focus attention in several directions:

1. Recognizing that Asian Americans as intellectuals and worthy learners in the school
system.
2. Recognizing the Asian culture as worthy
3. Directly addressing the concerns of Asian Americans.
Promoting Cultural Identity
Second, educators can respond by understanding the cultural differences that affect Asian
Americans and their academic and social progress in the US schools.
- An Example can be how Asian American students strive toward the accomplishments that
bring pride to the family.

Teachers need to understand these cultural differences and respond with appropriate behavior,
rather than expect learners of all cultures to respond in the same way.
Promoting Cultural Identity
Third, educators should engage in direct activities that can improve the self esteem of Asian
American learners.
- Specifically addressing their needs
- Asking about their families
- Genuinely and truthfully convey to the learner that the other students would benefit from
knowing more about the asian culture
- Letting the students know that their presence is understood, accepted, and appreciated by
both school personal and other children and adolescents.
- Remember the importance of the family in efforts to improve cultural identity. Asian
people’s self perception usually include a consideration of feelings about their family.
Promoting Cultural Identity
Some ways that we can promote cultural identity in the classroom:
1. REad culturally appropriate children's books about asian americans aloud to the entire class.
2. Convey a sense of welcome that makes children feel wanted, a part of the class and a
integral presence in the classroom.
3. Encourage them to make a “me collage” that demonstrates both individual and asian
culture.
4. Encourage learners to engage in open ended writing in which they can probe their feelings
and express them without the fear of sharing.
question: Describe What you know about religious and philosophical orientations of various Asian American groups. How might these
world views and values be challenged when Asian American students encounter situations dominated by European American perspective.

Answer: : Asian Americans have many cultural values and views that may differ from the European American. These differences
can be seen in religion and philosophical orientations. For example Asian Americans have high expectations for their children
and high respects for their fathers. Asian American children are also often raised with one way communication, with the
majority of communication coming from the parent. These differences can make a child feel alienated or feel as though their
belief is not correct.

This is something that I relate too very well because i was raised mainly by my mother. My mother is Asian American and raised us
in a very asian dominated household. Because of this I would often struggle with my own self identity. As a child I felt as though
I didn't fit in with the Asians because of my appearance and my lack of tradition. I felt as though I was not “asian enough” to
identify as Asian. I also felt as though I could not fit in with the African American students because I knew even less about my
african american culture. I remember as a kid often getting told that I “act white” and it affected me in many ways. This is one
way that the differences between values can affect a student growing up around European American students. They may feel as
though they do not fit in.
Gender
● In families, females are not treated the same as males. Females often have less
opportunity, which can alter their view on the world, and where they belong in it.
● Less motivated to succeed outside of the home or excel academically..
● “One child per family” policy throughout china, is shifting the view on female
children.
socioeconomic
2015- over 125,000 earned less than $10,000
519,145 earned from $75-$100,000
562,034 earned more than $200,000
12% live below the poverty line, and 10% are under age 18

Some asian americans are fortunate to be successful, and this indicates they may have
overcome racism/prejudice- or come from wealthy families. Others, that do not have the same
opportunities may not be receiving the same education.
Socioeconomic cont.
● “Model minority” - as educators it is important to remember not to stereotype all
asians to experience academic, social, or economic success.
● Students socioeconomic status significantly affects his/her learning achievement.
● Change in economic circumstances influences how one socializes, what they value, and
patterns of thinking/behavior.
● Educators need to consciously make an effort to not discriminate one's learning
ability based on socioeconomic status.

https://www.youtube.com/watch?v=9E0_8KPvOt0
families
2015
-nearly 4 million asian american families in the united states
-a little over 3 million were two parent families, while around 730,000 were one parent;
483,000 were headed by the mother, and 246,000 were headed by the father.

Asian americans take honor toward the family very seriously. They expect to be labeled as honorable
and will place guilt or shame toward the child that does not uphold family standards. If the child
acts contrary to family wishes, adults will label them as selfish, inconsiderate, and ungrateful.

The Behavior of individual members is a reflection of the entire family.

Families cont.
Children learn from a young age that Family is the primary unit, and value should be placed on
family solidarity, responsibility, and harmony.

● Adults speak, children listen

● Value elders, educational achievement (it is their “job” to succeed), family name before self,
and discipline/self-control.
● males job is to be a son first, husband/father second.
● Female role calls for subservience toward men, domestic chores, and bear children.

When it comes to education and school this can be seen as a conflict. As the family practices
traditional ways of teaching, and schools may see a different way of life.
Families cont.
Although Asian american parents tend to put pressure and expectation toward academic
achievement, they also allow freedom toward their child to choose where they want to put
their academic energy. Giving them an option, but still expecting a near perfect result.
Families cont.
How can we as educators support asian american families?

● Arrange meeting with parents to better understand the others’ expectations.

● Learn about families from all asian cultures learning intracultural and individual
differences.
● Learn about generational differences between families.
● Learn about families from different socioeconomic groups to gain a better
understanding of values, traditions, and beliefs.
Religion
● Loations, cambodians, vietnamese - predominantly buddhist
● Koreans and japanese - christian, buddhist, unaffiliated
● Many asian americans embrace philosophy of confucianism (belief that all humans are
fundamentally good, and teachable, improvable, and perfectible)

Asian americans coming to united states

-42% christians
-14% muslim
-1% sikh
-26% no affiliation
Religion cont.
Asian americans place standards such as good performance, and achievement (to bring honor
to the family) and then discipline with shame or dishonor to prevent from any unacceptable
behavior.
Although it may be seen as harsh or rigid, asian american believe this maintains honor and
harmony in the family (which are part of their core values).
Question:Rather than assuming that Asian Americans are “problem free,” outline the steps that can be
taken to learn about the unique weaknesses and strengths of individual Asian Americans.

Answer: as educators we can take time to do research, have open communication with students and their
parents, and maintain an open mind. Because they come from such a different culture with different standards it
is important to take this into account when guiding them. knowing where their strengths and weaknesses are will
help point you to the right direction. Having an understanding of female vs. male roles will help you better
understand the child, just the same as their home situation and relationship with their parents.
Question:Understanding the Asian American family can be helpful to educators because of the major
influence they play in learner’s identity and behavior. The European American culture’s outlook on family
can cause considerable conflict for Asian American youth. Contrast these two views. Discuss ways
educators can deal with these perspectives in the classroom and with concerned parents.
Answer: asian american families put pressure on their kids to maintain honor, and great achievement in order to feel
valued as part of the family. If you cannot uphold these standards, it is not hard for families to punish the child. Although, for
the most part the child is equally as hard on themselves to not disappoint their parents. European americans are advised to create
themselves individually, and encouraged to have personal growth (outside of academics). Asian american families put a lot of
pressure on academic achievement. As educators it is important to know this because the child may be hard on themselves, and
strive for perfection, which takes the joy out of learning completely. Communication and the relationship you have with the
student/parent will heavily influence how the family adapts to the european american style of living. Educating, patience, and
like i said an open mind will help them adapt.
 MINI QUIZ!!
Question 1-
Women are said to play what role in the family?
a. Work
b. Daughter first, mom/wife second
c. Domestic chores

Question 2-
True or false
All asian americans are smart
Question 3-
What might contribute to the way some asian american children behave?
A. Relationship with family
B. Gender
C. Socioeconomic status
D. All of the above

Question 4-
● In asian countries, teachers are held to a ______ status than in the U.S

Question 5- class discussion

● How can educators educate themselves in order to create a comfortable environment for all
ethnicities?