This document summarizes a presentation given by Tamima Farooqui and Eliza Plous on understanding the Asian and Asian American experience. It discusses the diversity within the term "Asian" and aims to debunk stereotypes about Asians being the "model minority." While some Asians do achieve high educational and economic success, this is not true of all Asian groups. The model minority myth hides struggles, places unrealistic expectations on students, and can contribute to higher stress and suicide rates. It also discusses challenges Asian students face with culture shock, language barriers, and familial and academic pressures.

1. Beneath the Bamboo Ceiling:
Understanding the “Model Minority”
Tamima Farooqui, M.F.A, Asian Diversity Club Advisor
Eliza Plous, M.A., International Student Affairs
Moraine Valley Community College

2. “When people rely on surface appearances and false
racial stereotypes, rather than in-depth knowledge of
others at the level of the heart, mind and spirit, their
ability to assess and understand people accurately is
compromised”
James A. Forbes

3. Ice Breaker : Your Identity
How would you rank your “identities”?
Arrange Post-It Notes
1. Age – Orange
2. Gender - Yellow
3. Race/Ethnicity – Blue
4. Sexual Orientation - Pink
5. Other (Write in your choice*) – Green
(*Other Examples: Religion, Socio-Economic Status,
Ability etc.)

4. Objectives
• Discuss the many varied backgrounds and cultures that
encompass the term “Asian”
• Deconstruct the “Model Minority” stereotype: fine line
between actual shared cultural themes and stereotyping
• Identify common sources of miscommunication between
Asians/Asian-Americans and non-Asians
• Determine strategies to improve how we serve and engage
these populations

5. Moraine Valley Community College
• Located in Palos Hills, IL.
• 130 Degrees/Certificates
• More than 36,000 credit & non-credit students annually
• Over 250 international students
• 51% women, 49% men identified themselves as:
– 63% White/Caucasian
– 13% Hispanic/Latino
– 10 % Black or African American
– 2% Asian
– 0.2% American Indian or Alaska Native
– 0.4% Two or more races, non-Hispanic/Latino
– 8% Race/ethnicity unknown

6. Asian-Americans
The Pew Research Center says Asian-
Americans are now the fastest-growing
ethnic and immigrant group in the United
States: 18 million Asian-Americans, almost
6 percent of the population.

7. National Statistics
• According to the U.S. Census Bureau, Asian-Americans
account for 25% of the immigrants in this country today and
the projected increase is 530% within this century.
Other statistics
• More than 40% of Asian-Americans hold a college degree
• 21.2% have less than a high school education
• 23.4% are not fluent in English
• 4% are living in poverty

8. Asians as International Students
International Students (F1 visa holders):
o According to the Institute of International
Education’s 2013 Open Doors Report, 819,644
international students studied in the U.S. in
2012/2013
o Roughly 50 percent were from China, India,
and South Korea
o States with most F1 students: California,
Texas, and New York (32% of all F1 students)
o Illinois is in the Top Ten

9. Asians as International Students

10. Asians as International Students at
MVCC
MVCC International Student Population
S. Korea 26%
Hong Kong 12%
Japan 10%
Vietnam 10%
Yemen 10%
Jordan 10%
China 2%
All others 20%

11. Regions of Asia
E. Asia:
Mongolia
Japan
North Korea
South Korea
China
Tibet
S. Asia:
India
Pakistan
Nepal
Bangladesh
Bhutan
Sri Lanka
S.E. Asia:
Myanmar
Thailand
Laos
Cambodia
Vietnam
Philippines
Malaysia
Indonesia
Singapore
East Timor
Pacific Islands
C. Asia:
Kazakhstan
Uzbekistan
Kyrgystan
Tajikistan
Turkmenistan
Afghanistan

12. A·sian
adjective
of or relating to Asia or its people, customs, or languages.
noun:
Asian; plural noun: Asians
a native of Asia or a person of Asian descent.
Defining “Asian”

13. Differences between “Asian” and
“Asian-American”
• “Asian” implies born/raised OUTSIDE of the
U.S.
– Examples: non-immigrant visa holders, especially
F1 students and J1 scholars
– Possibly recent immigrants
• “Asian-American” implies born WITHIN the
U.S. or immigrated early in life
– May be bi-cultural, or not!
– “…But where are you FROM-from?”
– “How did you learn English?”

14. Video
What Kind of Asian Are You?
What kind of Asian are you-.mov

15. Asian Stereotypes vs. Shared
cultural themes
When you think of Asian Stereotypes, which
words come to mind?

16. Asian Stereotypes vs. Shared
cultural themes
Hardworking
Studious
Ambitious
Quiet
Over-achieving
“Nerdy”
Obedient
Non-confrontational
Non-athletic
English Language Learner
Submissive

17. From their voices…
Share a quote

18. From their voices…
“Sometimes teachers and Americans
assume that I am shy or I can’t be a
leader. I am just being respectful and
carefully choosing my words.
Once people got to know me, I
became a leader in Student
Government and other campus
activities. I am far from being
passive.”
- Grace, International Student (majoring in
Business, winner of President’s Leadership
Award)

19. Issues Students Face
• Culture Shock/Acculturative Stress
• “Perpetual Foreigners”
• Cultural Concepts
• Communication Styles
• Unique ESL issues
• Intergroup dynamics and pan-Asian conflicts
• Pressures/Conflicts (financial, family, gender,
religion, career paths, assimilation, subjects)
• Leadership (careers opportunities and barriers)
• Discrimination: “Racial Microaggression”

20. Informal survey conducted with 28 Asian and Asian-American Students participating in Asian Diversity Club (2013)
70% of Asian (international) students stated they were not comfortable
talking to instructors
60% of Asian-American students responding felt they are treated differently
by instructors/staff due to their race or ethnicity
65% of Asian-American and Asian respondents said they felt that their
“accent” or English Fluency adversely affected their college experience
90% of Asian-American and Asian students were less than confident with
speaking aloud and participating in group discussions
45% of Asian students stated they were not comfortable talking to Asian-
American Students
ADC FOCUS GROUP

21. Informal survey conducted with 28 Asian and Asian-American Students participating in Asian
Diversity Club (2013)
85% of Asian and Asian-American students responding
stated that parental pressure is the largest source of stress.
This was followed by: financial pressure, academic
pressures and culture shock
92% of Asian-Americans said they felt they are often
portrayed as a “foreigner”
ADC FOCUS GROUP

22. Top Issues Below the Surface
• Familial Pressure
• Financial Stress
• Expectations from American peers, instructors to live
up to the “Model Minority” profile
• Culture Shock/Acculturative Stress

23. “Perpetual Foreigner”
Historical perceptions in “Orientalism”
permeate pop culture as well as professional
spaces.
Regardless of how long or how assimilated, Asians
and Asian-Americans are perceived as the
“other” or “exotic” more than any other group
(Li-Chi Wang, 1991)

24. Asian Stereotypes vs. Shared
cultural themes
What does “Model Minority” mean?
Model minority refers to a minority group
(whether ethnic, racial, or religious) in certain countries
whose members are most often perceived to achieve a
higher degree of success than the population average.
This success is typically measured in income, education,
and related factors such as low crime rate and
high family stability.” (wikipedia.org, 2014)

25. From their voices…
“College people and students
would initially get disappointed
with me because I couldn’t go to
after-hour events and parties. My
parents would not allow that and I
chose to respect that. I am a proud
American, but ‘Asian’ too”
- Reena, 1st Generation Asian American Student (majoring in
Biology, Recipient of Cyclone Pride Award)

26. “Model Minority” Myth
The term was coined in 1966 in the New York Times to
describe Asian Americans, “who despite
marginalization, have achieved success”. Only a small
number of Japanese immigrants were studied.
Racially divisive: Many credit the creation of this myth
by the establishment during the civil rights movement
as a way to affirm that “anyone can make it” and
maintain status quo (Chou, The Myth of the Model
Minority: Asian Americans Facing Racism)
Assimilated as a “favorable” stereotype by some

27. “Model Minority” Myth
“I am fed-up with being stereotyped as subhuman or
superhuman creature. It. Some are superachievers,
most are average citizens and a few are criminals. They
are only human– no more and no less”
- Phillip Chie, Asian-American Writer

28. “Model Minority” Myth
Negative Consequences
• Alienation/Struggle
• At-risk students hidden by assumptions of
heterogeneity in ethnic groups
• Assumed as passive, not leadership material
• Unreasonable expectations and higher
standards
• Racism that occurs to Asians is perceived as
“less important”
• Harassment and bullying
• Organizations miss out on diverse
talent/contributions
• Higher rates of stress, depression and
suicide attempts*

29. “Model Minority” Myth
Negative Consequences
With one of the lowest rates of seeking professional help, these
all become major contributors to what makes suicide the third
leading cause of death among Asian American young adults
(Centers for Disease Control, 2007)

30. “Bamboo Ceiling”
• Hidden unemployment and discrimination
• Students face stereotypes, assumptions and
pressures about career paths (internally and
externally)
• Advancement into higher level managerial
positions requires more education and
more hours from Asian-Americans
• Job Seekers must learn to promote
themselves in unique ways, set boundaries,
and adopt “American” style communication
techniques
(Jayne Hyun, Breaking Bamboo Ceiling, 2006)

31. Body Language
Traditional Themes
Changing Archetypes
• Collectivism vs. Individualism
• Hierarchy
• Respect
• Deference to Authority
• Face/Shame Issues
• Careful deliberation
(Jayne Hyun, Breaking Bamboo Ceiling, 2007)

32. Individualism/Collectivism
• Collectivism: Group goals and needs ahead of
own personal desires.
• Awareness of social order and hierarchy.
• A tradition of deference to authority
Collectivism/Hierarchy Traditions

33. Individualism/Collectivism
• Concept ʺto save face.ʺ In Japan, this concept is called kao; in Korea,
it is kibun. In Pakistan, “sharam” is a similar concept.
• For one person to have their face challenged by another can cause
embarrassment and anger.
• Asians may carefully consider all possible implications of a decision.
They are also unlikely to chastise someone in front of another
person.
• Praise may cause embarrassment if it is going to seem to separate
that person from the group.
• Difficulty in accepting help
Themes of “Saving Face”

34. “Culture Shock” for
Asian Students
Communication Issues:
• Student says “I understand” even if they don’t: cultural
expectation to please the instructor/elder
• Discomfort speaking up (it takes practice)
• Worries that accent will not be understand
• Fear or making mistakes in English

35. Communication Issues
• Many Asian speakers
prefer indirect
communication, which
is often simply a form
of politeness
• Silence and
Interruptions
• Expressing feelings vs.
mindful expression
• Non-verbal expressions
• Tone

36. Body Language
• Handshake
• Proximity/Privacy
• Eye Contact
• Adapting cultural norms
• Pointing feet considered
rude
Communication/Body Language

37. “Culture Shock”
• Acculturative Stress is known as “culture
shock”
• It is a learning process of cross-cultural
adaptation
• Temporary (generally)
• Can be maladaptive or positive
(Miranda van Tilburg, Psychological Aspects of
Geographical Moves: Homesickness, 2007)

38. “Culture Shock” for Asian Students
Food-Related Issues:
• American foods often heavier than Asian foods
• In many areas, no Asian supermarkets
• Young students in the U.S. may rely on fast foods
• Rapid change in diet can lead to weight gain, health
problems, psychological issues

39. “Culture Shock” for Asian Students
In Asian Cities…
•Public transit plentiful
•Motorbikes common
•Rarely a lack of
transportation at any income
level (taxi, bicycle, walking)
In the US…
•Public transit limited
•Cars too expensive for many
students
•Motorbikes stigmatized as
“dangerous”
•Distances between home,
school, shopping can be
greater than expected
Transportation Issues:

40. “Culture Shock” for Asian
Students
• Pronunciation challenges differ greatly by language
background
– Some common examples: “L” and “R” reversal; Difficulty
enunciating all syllables of a word; “S” sound
• Tips for Instructors:
– Educate yourself to the basics of your students’ language to
better understand reasons for common mistakes
– Learn your students’ names! They are learning English; you
can make the effort to pronounce their names correctly.
English as a Second Language Issues

41. “Culture Shock” for Asian Students
• Common Issues:
– Unrealistic expectations of how much coursework is feasible:
• What is a normal course load in the student’s home country?
• What is your college’s policy on taking a heavy course load?
– Teaching Asian students the value of extracurricular
activities:
• In the U.S., extracurriculars contribute to future success
• Importance of relationship-building through activities
Adjusting to the U.S. Education System

42. Stereotypes and Cultural themes
Chua contrasts them with the view
she labels “Western” – that a child’s
self-esteem is paramount.

43. Stereotypes vs. Cultural Themes

44. Engagement Strategies
Encourage organizations
Conversation partners
Mentors
Cultural Events

45. Campus Asian Organizations
Asian and Asian-American students
indicated that ethnic student
organizations constituted critical
venues for:
• Cultural familiarity/validation
• Vehicles for cultural expression
and advocacy
• Opportunities to socialize and
find meaningful resources for
personal and professional
development
Engagement Strategies
Asian Diversity Club,
Moraine Valley Community College
Reestablished in 2011

46. Engagement Strategies & Success
Asian Diversity Club 2012-2014
Moraine Valley Community College
Members and Recent Graduates
Best New Club Award 2011
Outstanding Club and Leadership Awards 2012

47. • Panel Discussions
• Parent/Student Day
• Conversation Partners
• Career Mentors
• Career Coach speaker
• Field Trips
• Partnership with other
campus departments and
colleges
• Body Language workshops
• “American Style
Resumes/Interviewing”
workshops
• Asian Heritage Day
• Food/Culture Events
• Community Volunteerism
• Leadership Activities
• Class Presentations
Ambassadors
• Private & Public Facebook
Group
Engagement Strategies
Asian Diversity Club

48. Engagement Activities

49. Student Thoughts on Engagement
“I feel I really developed
important leadership and
communication skills that
gave me the confidence to
follow my dreams.
Volunteering really opened
my eyes. The club gave me
a safe place to talk about
these issues”
-Maggie Ye, Student
Employee
Business Major from
China

50. Student Thoughts on Engagement
“Having the opportunity to
work on campus really
taught me about
professionalism in the
American workplace, but I
also felt like I was apart of
something bigger. I think
working on campus, being
part of a club and learning
to celebrate my culture
made me a better student
and a person”
Shilpa Verma, Medical Coding
Major from India

51. Student Thoughts on Engagement
“As President of ADC and as a
pretty outgoing person, I
learned a lot about leadership
in America and how to work
with international students.
ADC and ISA was like a family to
me. I also found the Job
Resource Center’s connections
to be valuable as I pursue my
degree in Engineering”
Nikhit Busi, Engineer
Major from
India/Canada

52. Engagement Strategies
How can we ALL better engage with our
Asian and Asian-American students?

53. Student Success
“Asian Diversity Club
“I joined Asian Diversity Club because I was
looking for a space to be myself and meet
diverse people…. Through the club and my
classes, I overcame my shyness and spoke in
front of hundreds of people during
commencement. Going forward, I feel much
more confident and hopeful!”
- Eliza Ikiz, ADC Secretary, Commencement
Student Speaker, 2014 (Turkish-American)

54. Student Success

55. • Provide training for instructors/staff about Asian cultural and
communication styles to foster more engagement
• Instructors should provide more presentations/lectures available on
Blackboard or Youtube.
• Instructors should not put a lot of emphasis on assertive speaking style.
• Advertising should include more Asian people.
• Involve parents and families in social events to educate them
• Hold more social events on a regular basis within Asian groups but also with
other groups.
• Talk about stress effects and resources.
ADC Student Suggestions

56. Other Strategies for Educators
• Develop broad and individual understanding of students
• Learn how ESL students process language and learn
• Reduce stress of group work by holding more ice breakers
• Do not assume students do not need support
• Advocate for scholarships and minority benefits
• Help students integrate community and institutional messages
• Assist students in identifying allies in the community/institution
• Highlight ways students can challenge racism and stereotypes
(Wayne Au, Strategies for Teaching: Rethinking Multicultural Education, 2009)

57. •Seek to understand
•Use active listening skills
•Try to find the common
connection
•It takes work! Do your
homework
•Get to know the
individual
•Assess needs/areas of
improvement
Cultural Competence

58. Questions?

59. Eliza Plous
plouse@morainevalley.edu
708-974-5540
Tamima Farooqui
farooquit@morainevalley.edu
708-974-5313

60. Suggested Readings
• Rosalind Chou, The Myth of the Model Minority
• Mia Tuan, Forever Foreigners or Honorary Whites?
• Samuel D. Museus, Asian American Students in Higher Education
• Jayne Hyun, Breaking Bamboo Ceiling