One striking idea in the fraught history of Asian Americans in U.S. education is the concept of the model minority stereotype. The term model minority emerged in the 1960s, referring to the perception that Asian Americans, as a group, were achieving higher levels of socioeconomic success compared to other minority groups, particularly African Americans and Hispanics.

This stereotype is rooted in the historical context of Asian immigration patterns. After the implementation of the Immigration and Nationality Act of 1965, there was a significant increase in highly educated and skilled immigrants from Asia. Many of these immigrants, particularly from countries like China, Japan, South Korea, and India, were well-educated professionals who came to the U.S. seeking advanced opportunities and educational attainment.

As a result, the success of these particular Asian immigrant groups was highlighted, leading to the stereotype that all Asian Americans were high-achieving, hardworking, and academically successful. The model minority myth oversimplifies the diverse experiences of Asian Americans and ignores the struggles faced by many within the community.

The model minority stereotype has significant implications for Asian American students in the education system. On the surface, it may seem positive, as it suggests high levels of achievement. However, it creates unrealistic expectations and can lead to harmful consequences. Asian American students may feel pressured to conform to the stereotype, and their individual challenges or underperformance may be overlooked. Additionally, the model minority stereotype has been used to downplay the existence of systemic racism and discrimination faced by Asian Americans.

Furthermore, this stereotype can contribute to a perception of Asian Americans as a homogeneous group, neglecting the diversity within the community in terms of socioeconomic status, language proficiency, and cultural backgrounds. It also perpetuates the idea of a racial hierarchy, reinforcing harmful stereotypes about other minority groups.

In recent years, there has been a growing awareness of the model minority myth, and efforts have been made to challenge and dismantle it. Scholars, activists, and community leaders emphasize the importance of recognizing the diversity of experiences within the Asian American community and advocating for policies that address the specific needs and challenges faced by different subgroups. The model minority stereotype serves as a poignant reminder of the complexities and nuances within the fraught history of Asian Americans in U.S. education.

• Pawandeep Kaur

Inclusive Education is probably the most wanted of all learning humans. However, due to various reasons, inclusive education is so hard to attain. I believe this problem is happening to almost all educational institution. This problem is even existing problem in my class. Students who are timid and introverted are sometimes not given the attention and opportunity they deserve. If only I can cater to all their needs, then learning could be enjoyable and assured.

• Evangeline Frias

Education is structuring the socio-psychological, thematic, and ethical values of people and groups in a way that enables them to acquire a comprehensive understanding of life. However, education in Pakistan does not get the emphasis it deserves in National Development Plans. There may be several explanations for this sort of indifference, but it seems that education has failed to educate the populace to modify the teaching-learning process in accordance with societal demands. Without a doubt, educational planners and administrators have not given the Demographic Factors, such as gender problems, urban/rural, family size, and poverty, the attention they need. The disadvantage of living in a hamlet is also transferred to the students, since they are not taught in an atmosphere with equivalent amenities. Without the required laboratory facilities, science students could not conduct experiments. They cannot also undergo the same evaluation method.

The demographic factors are crucial to the overall success of the learner. For example, the mental level of parents contributes significantly to the success of pupils. Even at the secondary level, the socioeconomic standing of the kids in the society influences their performance. These youngsters are allowed to make their own decisions. In the absence of parental participation, the teacher's contribution is equally weak and mundane. The continuous research of demographic determinants is of great significance since it makes it clear that the personal worth and expertise of secondary school instructors are extraordinarily powerful in developing qualitative techniques.

• Umera Noor Fatima

This week’s topic is so interesting covering not only history of public schooling but also talking about Japanese - American Internment experience and talking about model. minority which looks to be a US based term - not so used in Europe (in Europe we used the term classism). Education is free now in most of countries in the world, however restriction to education was used in various periods of history as mean to privilege certain groups - and it is unfortunately happening today mainly in Africa and Asia where girls have the least access to education : due to culture and social situation.
From historical point of view i am reflecting on my personal context in Romania in 1950s : my mother belonged to a middle class family, with a big house and hectares of agricultural land in the country side, when Communist party came to power and forcefully decided to collectivise all land. Everyone owning land was named ‘kulak’ and the state policy was to liquidate them as class - one of the measures taken was to forbid access to school to the ‘kulak’ children
https://en.wikipedia.org/wiki/Collectivization_in_Romania
https://www.ssoar.info/ssoar/bitstream/handle/document/44611/ssoar-studiapolitica-2012-2-andriescu-Political_violence_in_the_late.pdf?sequence=1

• Irina Mitrea

I am Asad Arslan Asif, a student of literature, from Riphah International University. Lines ahead put light on History of Asian Americans in US Education.
In terms of citizenship, family participation, access to social services, language and culture, race and ethnicity, and even having a sense of community at school, framing Asian Americans presents a paradigmatic issue. With this kind of population, the educational system's demographics are diversified. Therefore, we need to learn more about the various communities and their political, cultural, economic, and most importantly historical experiences. We, as educators, must understand and contextualise the policies, curriculum, and our instructional approach.
This community, which is known as the Model Minority, is constantly changing. If I were the parent, I would act similarly to what happened to Mamie Tape. Because my child has a right to an education, I would also take the school to court. She has a human right to it, which nobody can take away. I have to stand up for my child's rights, especially if doing so could give her a better future.

• Asad Arslan Asif

Educational disparity for Asian Americans

The growth and diversification of the Asian American population in recent years has been phenomenal. During the 1970s and 1980s, Asian Americans emerged as the nation's fastest growing racial group. Throughout their history, Asian Americans have confronted a long legacy of exclusion and inequity in relation to school policies and practices, particularly during periods of changing demographics, economic recession, or war. In spite of historic, linguistic differences, distinct Asian nationalities have been grouped together and treated similarly in schools and in the society at large. Throughout the historical perspective of Dr Yoon Pak, we came across a particular education system such as the industrial type of education, which was considered as education for servitude, for people who were considered as second class citizens of America.

As the Asian American community continues to be one of the fastest-growing populations in the U.S., more and more students in classrooms across America will identify as Asian American or Pacific Islander. To combat racism and ignorance, the school curriculum needs to be inclusive and develop comprehensive instruction materials. It should be reflective of all students where inclusive American history forms part of the curricula.

History of formal education in Mauritius

The first setting up of an educational institute in Mauritius is dated back to the end of the 18th Century when Mauritius was under the French occupation. After the French Revolution in 1790, the Colonial Assembly proclaimed that that the state had to provide moral and political education to its citizens. It was understood that a uniform type of education would be made available to all, irrespective of their social class. However, the first educational national institution set up provided primary and secondary education for the elite and under the French rule. During that time, some primary schools were made accessible to non-whites but secondary educational institutes were reserved for whites only. Hence, education was the province of the whites.

Few years after the capture of the island by the British in 1810, the needy and free-coloured children were provided with free primary education during the day. Following the Slavery Abolition Act, which was passed in Mauritius in 1835 and the start of the Indian immigration in the 1830’s, no provision was made for the children of those Indian immigrants. It was only in the 1850’s that grants-in-aid were offered to schools. By the year 1882, there were 47 government schools with 6,571 children enrolled and 57 grant-in-aid schools with 5,316 children enrolled (Ramdoyal, 1977, p.72). In 1908, out of the 60000 children of school age, only about 7000 attended school as the Indians had difficulties to communicate and due to the lack of competent teachers.

In 1968, Mauritius obtained its independence from its British rulers and the primary concern of the Mauritian government was education. Since then, considerate efforts and investment of resources have been made in the education system. The newly appointed government promoted free ducation and provided equal rights of education to all citizens of Mauritius. Schooling hence became compulsory until the age of 16. The education phase of a Mauritian citizen ideally involves 4 categories, namely the pre-primary, the primary, the secondary and the tertiary level.

https://education.govmu.org/

https://www.mauritiuseducation.info/profile

http://portal.mie.ac.mu/

Ramdoyal, R. D. (1977) The development of education in Mauritius, 1710-1976. Mauritius Institute of Education

• Ysheeta Ramjutun

Framing Asian Americans is a paradigmatic challenge especially in citizenship, family involvement, access to social services, language and culture, race and ethnicity, and even having a school community. Having this kind of population makes the demographics of the education system diverse. Hence, we need to gain more knowledge and understanding of the diverse populations and their experiences in the political, cultural, economic and above all the historical aspect. There is a need for us, educators to conceptualize and contextualize the policy, curriculum and our teaching strategy.
Being considered as the 'Model Minority, this population continually diversify. Like what happened to Mamie Tape, if I were the parent, I would also do the same thing. I would also sue the school because my child has the right to education. It is part of her human right in which no one can take away. I have to fight for the right of my child especially if it could lead her to a better future.

• Ericson Mabale

Parents still value education as one of the most important legacies they can impart to their children. They believe that having a better education opens opportunities that would ensure a good future and eventually lift them out of poverty. Thus, they are willing to make enormous sacrifices to send their children to school. Poor family’s severely limited resources, education tends to be less prioritized over more basic needs such as food and shelter. Hence, the chances of the family to move out of poverty are unlikely. It is therefore, important that the poor be given equitable access to education.

• Maureen Rago

The model minority myth

Watching the video on model minorities, I could strongly relate to the experiences of several of my friends whose needs were not properly followed up in school. Coming from a generally well-performing ethnic group they have told me that teachers tended to ignore challenges they faced in school, instead focusing on students with more vulnerable backgrounds. However, it is important to realize that neglecting students that perform well (or even students of any ethnicity that perform well) can cause them to lose motivation or burn out, and then subsequently drop out.

Differentiated learning should therefore focus on stimulating both those who are percieved (or actually) struggle as well as those who perform well. East Asian students, for example, due to sterotypes related to dicinpline and focus, may in some cases be ignored if they struggle at school - eithe with school work or their personal lives. Similarly, students with high IQs of any background, as well as very hard working students of any background, also risk feeling unchallenged and bored - thus lowering their learning experience and motivation. In conclusion, I believe that it is important to avoid prejudice both regarding ethnicity and overall performance, and realize that students of any background or performance level can become at risk if their needs are ignored.

• Reidar Staupe Delgado