Model Minority Myth Reflection

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Over the course of this semester, my perspective on my identity has evolved. I view myself and my peer groups with more complexity and tension. Four perspectives have changed the most for me: race, language, class, and sexual identity. These changes will aid me in meeting Teaching Performance Expectation 15 (CSU San Marcos, 2016, p. 4).
English-Speaker, Not Anglo My ability to speak English as a native language is a true privilege. Most school systems in the U.S. are designed for English speakers. It is difficult for students to learn subject matter if they do not know English. It is hard for me to imagine trying to learn math or science in Mandarin or Arabic. The topics in Education 364 dealing with language education highlighted the importance of language …show more content…
Japanese Americans protested their internment during World War II and resisted induction into the Army. They demanded that their families be freed from imprisonment before they would volunteer to fight for the country that imprisoned them. They brought lawsuits immediately after internment and fought for redress for decades.
The “Model Minority Myth” is a stereotype of Asian Americans as hardworking students who achieve high grades and try to please their teachers (Pang & Cheng, 1998, p. 276). Like most stereotypes, the Model Minority Myth simplifies the complexity of Asian Americans. Teachers who accept this stereotype deny their students “effective lessons and instructional practices for diverse students” (CSU San Marcos, 2016, p. 4) because Asians are diverse. Not all Asians Americans do well in school, and many live in poverty (Pang & Cheng, 1998, p. 277).
I have changed in my way of thinking in that I am more Japanese in my thinking than I originally thought. I still tend to set aside almost everything else when I have school work to do. My diligence comes from both my parents, but it is most pronounced in my mother’s culture.
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