This document provides a literature review of 246 sources on the model minority stereotype from the 1960s to present. Six major themes emerged in the literature: 1) critiquing colorblindness and meritocracy, 2) demystifying Asian American exceptionalism, 3) uncovering strategies to divide and conquer minorities, 4) problematizing the homogenization of Asian Americans, 5) unmasking the "yellow peril" stereotype, and 6) the negative impacts of the stereotype on Asian American students' education through lowered access to support services and teachers' assumptions of not needing help. The model minority stereotype originated in the 1960s and is shown to negatively impact both Asian American and African American students.
Stereotyping Asian Americans TheDialectic of the Model Mino.docxwhitneyleman54422
Stereotyping Asian Americans: The
Dialectic of the Model Minority and the
Yellow Peril
YUKO KAWAI
Department of English, Tokai University, Japan
The model minority stereotype is viewed as the most influential and
pervasive stereotype for Asian Americans today. In this article, the
author argues that this seemingly positive stereotype, the model
minority, is inseparable from the yellow peril, a negative stereotype,
when Asian Americans are stereotypically represented in main-
stream media texts. The model minority�yellow peril dialectic is
explicated with the concepts of racial triangulation and the ambiv-
alence of stereotypes. Racial meanings for Asian Americans cannot
be discussed without considering both local and global contexts.
The author explores historical, political, and economic contexts
of both the United States and Asia in which the two stereotypes were
produced and reproduced, and examines how the dialectic of the
model minority and the yellow peril operates in a Hollywood film,
Rising Sun.
KEYWORDS Asian, Asian American, model minority, race,
stereotype, yellow peril
The model minority is probably the most influential and prevalent stereotype
for Asian Americans today. Gotanda (1995) contended that it is difficult to
‘‘situate this racial category [Asian American] without succumbing to the
‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is
An earlier version of this paper was presented at the Asian and Pacific American Commu-
nication Division, the National Communication Association, Miami, FL., November 2003.
I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath,
Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University.
Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname,
Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected]
cc.u-tokai.ac.jp
The Howard Journal of Communications, 16:109�130, 2005
Copyright # Taylor & Francis Inc.
ISSN: 1064-6175 print/1096-4349 online
DOI: 10.1080/10646170590948974
109
‘‘fascinated by the imperviousness of the model minority myth against all
efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model
minority stereotype is undoubtedly pervasive’’ (p. 131).1
The model minority stereotype has been criticized by Asian American
scholars because of its political implications (e.g., Nakayama, 1988; Osajima,
2000; F. H. Wu, 2002) and also because it does not tell a story that resonates
with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989).
It is, however, also the case that the model minority stereotype has been eval-
uated positively by Asian Americans. Cheng and Yang (2000), for instance,
contended, ‘‘the model minority concept is not without its virtues; histori-
cally, it helped turn around the negative stereotypes of Asian Americans
and the enhanced the positive image of Asian American.
1) In the late 1960s, ethnic studies departments were established at UC Berkeley and San Francisco State in response to student demands, including Asian American studies programs that took an interdisciplinary approach to reimagining American history through an Asian American lens.
2) This paper examines themes in six works on Asian American history published between 1974-2005, focusing on the authors' efforts to move beyond stereotypes and shift paradigms in the study and understanding of Asian American experiences.
3) The authors discussed include Roger Daniels, Ronald Takaki, Sucheng Chan, Michael Omi, Stephen Sumida, and Karen Leong, who have all contributed to reconceptualizing Asian American history through their scholarly work
Historian Alan Knight states that, modern Mexico is a racial mix” a.docxAbramMartino96
Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in
postrevolutionary
Mexico? ths week's question for discussion
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well.
As Knight explores two individual groups and their history, the racist his.
1 Morgan University Department of History Sprin.docxhoney725342
1
Morgan University
Department of History
Spring 2017
HIST 350 : 017; 018; 019; 020
Assignment and Book Review Completion Guidelines
Assignment
1):Question:
Of what significance was the “Tran-Atlantic Moment” in the making of the Atlantic African Diaspora
between the 15
th
and the 19
th
centuries? What efforts and with what challenges have been made by
African descendants of this African Diaspora to reconnect with their ancestral homeland since the 19
th
century? (40 points).
2) Due Date: Monday March 13, 2017. Completed hard copies of papers shall be submitted in class
during respective class periods. No paper shall be accepted after the due date and time. No emailing of
assignments.
3) Writing Style: Only the Chicago Manual Style of writing should be used throughout the paper
including footnotes and bibliography. You must use Footnotes Citation as No MLA and/or APA
writing styles shall be accepted. Example of footnote citation:
Euro-Americans are often quick to trivialize and justify America’s role in the enslavement of Africans on
the grounds that enslavement had been an old practice and was not uniquely practiced by Europeans in
the Americas.
1
This citation is for a published book. To cite a published article, you put the author’s name followed by a
period (Womai Song.) followed by the title of the article in quotation marks ( “Cameroon in the Trans-
Atlantic Slave Trade.”) the name of the journal ( Journal of African Studies.) Vol. 6, no. 20 (2006), p. 35.
4) Organization: The paper should include a cover page, the main text, and a reference page.
i) Cover Page: This page should include from top to bottom the following information: Course number
and title, Student’s name, student’s ID number, Question (s), Course Instructor’ name, Semester, and
Academic Year.
ii) Main text: This is an essay assignment and must be typed in doubled spacing. This part of the paper
should include:
1
Joy DeGruy. Post Traumatic Slave Syndrome: America’s Legacy of enduring injury and healing. (Portland: Joy
DeGruy Publications Inc., 2005), p. 46.
2
An engaging introduction that grabs/captivates the reader’s attention and clearly identifies and
puts into perspective the major requirements/points of the question.
A body that clearly, thoroughly, and insightfully addresses all aspects of the assignment.
Paragraphs must be introduced by solid topic sentences and developed by providing sufficient
evidence and sources to support the topic sentences and/or main point of each paragraph. There
should be smooth and effective transitions (using transition words and/or sentences) that link
sentence to sentence, point to point, paragraph to paragraph, and one part of the paper to another.
Each section or sub-section of the question must have at least four substantively developed
supporting paragraphs. Do not p ...
Most Americans are unaware of the discrimination Asian Americans face, such as the overly generic and harmful "model minority" stereotype. This paper examines how many New York Times articles reinforce versus challenge this stereotype across four presidential administrations. The results suggest more awareness of issues with the model minority stereotype, and that political climate does not influence how it is presented.
Arab Americans Stereotypes, Con ict, History, Cultural Identity.docxjustine1simpson78276
Arab Americans: Stereotypes, Con ict, History,
Cultural Identity and Post 9/11
Gaby Semaan University of Toledo, USA
Abstract: This paper provides a comprehensive literature review of published scholarly and academic research on Arab Americans. It groups the research into four main categories based on the focus and provides background information about the methodology. It also looks into the circumstances and history that made this diaspora group visible in the United States. Supplying the groundwork for future research on this ethnic group, this paper attempts to provide scholars and researchers who are interested in Arab Americans an overview of previous research and to accent the need for more work about this understudied minority group. The paper also suggests certain directions and areas of interest for future research of Arab American identity and factors that in uence them.
Keywords: Arab, Arab American, Arab Diaspora, minorities in the US, stereotyping Arab Americans
1. Introduction
This paper provides a comprehensive review of the scholarly research about the Arab diaspora in the United States. While research about Arab Americans can be traced back to 1923, scholars increased their attention to this minority during the last half of the past century with a steady ow to the present. The research can be grouped into four main categories: the rst widely studied topic is their stereotyped image in the Western media. The second topic area concerns the Palestinian-Israeli con ict. The third category is the history and cultural identity of Arab Americans, and the fourth section examines some major surveys and other studies that focus on the implications of the 9/11/01 attacks against the United States. While these four categories are not mutually exclusive, they do correspond to the major trends in the research. A nal concluding section will identify some of the most recent developments and project some prospects for future study.
2. The Stereotyped Image
Much of the research about Arab Americans has examined the stereotyped image of Arabs in the American and Western media. Shaheen (1983) presented how the American media’s ugly and negative stereotypes of Arabs accompany a child from his early years to graduating from college. Through “editorial cartoons, television shows, comic strips, comic books, college and school textbooks, novels, magazines, newspapers and in novelty merchandise” (p. 328), Arabs were dehumanized and presented as the “bad guys.”
Focusing on this stereotyped image of Arabs in American media, Suleiman (1988) addressed different aspects of this stereotyping and presented a longitudinal study of American press coverage of the 1956, 1967, and 1973 Arab Israeli con icts and showed how the negatively stereotyped Arab was used as a weapon in the American media in favor of Israel. Zaharana (1995) examined the portrayal of the Palestinians in Time newsmagazine from 1948 to 1993; this research showed that the Palestinian .
Social Studies book design_Public Image Private Shamemarielow
This textbook provides an in-depth look at the history of the black civil rights movement in America from the earliest days of slavery through to the election of Barack Obama in 2008. It examines the movement through a variety of perspectives, including from movement leaders, grassroots supporters, white supremacists, and political leaders. The book encourages students to see the movement as part of a long tradition of black protest in America, and considers how issues of race continue to this day, inviting students to examine race relations in the US currently.
Stereotyping Asian Americans TheDialectic of the Model Mino.docxwhitneyleman54422
Stereotyping Asian Americans: The
Dialectic of the Model Minority and the
Yellow Peril
YUKO KAWAI
Department of English, Tokai University, Japan
The model minority stereotype is viewed as the most influential and
pervasive stereotype for Asian Americans today. In this article, the
author argues that this seemingly positive stereotype, the model
minority, is inseparable from the yellow peril, a negative stereotype,
when Asian Americans are stereotypically represented in main-
stream media texts. The model minority�yellow peril dialectic is
explicated with the concepts of racial triangulation and the ambiv-
alence of stereotypes. Racial meanings for Asian Americans cannot
be discussed without considering both local and global contexts.
The author explores historical, political, and economic contexts
of both the United States and Asia in which the two stereotypes were
produced and reproduced, and examines how the dialectic of the
model minority and the yellow peril operates in a Hollywood film,
Rising Sun.
KEYWORDS Asian, Asian American, model minority, race,
stereotype, yellow peril
The model minority is probably the most influential and prevalent stereotype
for Asian Americans today. Gotanda (1995) contended that it is difficult to
‘‘situate this racial category [Asian American] without succumbing to the
‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is
An earlier version of this paper was presented at the Asian and Pacific American Commu-
nication Division, the National Communication Association, Miami, FL., November 2003.
I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath,
Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University.
Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname,
Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected]
cc.u-tokai.ac.jp
The Howard Journal of Communications, 16:109�130, 2005
Copyright # Taylor & Francis Inc.
ISSN: 1064-6175 print/1096-4349 online
DOI: 10.1080/10646170590948974
109
‘‘fascinated by the imperviousness of the model minority myth against all
efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model
minority stereotype is undoubtedly pervasive’’ (p. 131).1
The model minority stereotype has been criticized by Asian American
scholars because of its political implications (e.g., Nakayama, 1988; Osajima,
2000; F. H. Wu, 2002) and also because it does not tell a story that resonates
with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989).
It is, however, also the case that the model minority stereotype has been eval-
uated positively by Asian Americans. Cheng and Yang (2000), for instance,
contended, ‘‘the model minority concept is not without its virtues; histori-
cally, it helped turn around the negative stereotypes of Asian Americans
and the enhanced the positive image of Asian American.
1) In the late 1960s, ethnic studies departments were established at UC Berkeley and San Francisco State in response to student demands, including Asian American studies programs that took an interdisciplinary approach to reimagining American history through an Asian American lens.
2) This paper examines themes in six works on Asian American history published between 1974-2005, focusing on the authors' efforts to move beyond stereotypes and shift paradigms in the study and understanding of Asian American experiences.
3) The authors discussed include Roger Daniels, Ronald Takaki, Sucheng Chan, Michael Omi, Stephen Sumida, and Karen Leong, who have all contributed to reconceptualizing Asian American history through their scholarly work
Historian Alan Knight states that, modern Mexico is a racial mix” a.docxAbramMartino96
Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in
postrevolutionary
Mexico? ths week's question for discussion
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well.
As Knight explores two individual groups and their history, the racist his.
1 Morgan University Department of History Sprin.docxhoney725342
1
Morgan University
Department of History
Spring 2017
HIST 350 : 017; 018; 019; 020
Assignment and Book Review Completion Guidelines
Assignment
1):Question:
Of what significance was the “Tran-Atlantic Moment” in the making of the Atlantic African Diaspora
between the 15
th
and the 19
th
centuries? What efforts and with what challenges have been made by
African descendants of this African Diaspora to reconnect with their ancestral homeland since the 19
th
century? (40 points).
2) Due Date: Monday March 13, 2017. Completed hard copies of papers shall be submitted in class
during respective class periods. No paper shall be accepted after the due date and time. No emailing of
assignments.
3) Writing Style: Only the Chicago Manual Style of writing should be used throughout the paper
including footnotes and bibliography. You must use Footnotes Citation as No MLA and/or APA
writing styles shall be accepted. Example of footnote citation:
Euro-Americans are often quick to trivialize and justify America’s role in the enslavement of Africans on
the grounds that enslavement had been an old practice and was not uniquely practiced by Europeans in
the Americas.
1
This citation is for a published book. To cite a published article, you put the author’s name followed by a
period (Womai Song.) followed by the title of the article in quotation marks ( “Cameroon in the Trans-
Atlantic Slave Trade.”) the name of the journal ( Journal of African Studies.) Vol. 6, no. 20 (2006), p. 35.
4) Organization: The paper should include a cover page, the main text, and a reference page.
i) Cover Page: This page should include from top to bottom the following information: Course number
and title, Student’s name, student’s ID number, Question (s), Course Instructor’ name, Semester, and
Academic Year.
ii) Main text: This is an essay assignment and must be typed in doubled spacing. This part of the paper
should include:
1
Joy DeGruy. Post Traumatic Slave Syndrome: America’s Legacy of enduring injury and healing. (Portland: Joy
DeGruy Publications Inc., 2005), p. 46.
2
An engaging introduction that grabs/captivates the reader’s attention and clearly identifies and
puts into perspective the major requirements/points of the question.
A body that clearly, thoroughly, and insightfully addresses all aspects of the assignment.
Paragraphs must be introduced by solid topic sentences and developed by providing sufficient
evidence and sources to support the topic sentences and/or main point of each paragraph. There
should be smooth and effective transitions (using transition words and/or sentences) that link
sentence to sentence, point to point, paragraph to paragraph, and one part of the paper to another.
Each section or sub-section of the question must have at least four substantively developed
supporting paragraphs. Do not p ...
Most Americans are unaware of the discrimination Asian Americans face, such as the overly generic and harmful "model minority" stereotype. This paper examines how many New York Times articles reinforce versus challenge this stereotype across four presidential administrations. The results suggest more awareness of issues with the model minority stereotype, and that political climate does not influence how it is presented.
Arab Americans Stereotypes, Con ict, History, Cultural Identity.docxjustine1simpson78276
Arab Americans: Stereotypes, Con ict, History,
Cultural Identity and Post 9/11
Gaby Semaan University of Toledo, USA
Abstract: This paper provides a comprehensive literature review of published scholarly and academic research on Arab Americans. It groups the research into four main categories based on the focus and provides background information about the methodology. It also looks into the circumstances and history that made this diaspora group visible in the United States. Supplying the groundwork for future research on this ethnic group, this paper attempts to provide scholars and researchers who are interested in Arab Americans an overview of previous research and to accent the need for more work about this understudied minority group. The paper also suggests certain directions and areas of interest for future research of Arab American identity and factors that in uence them.
Keywords: Arab, Arab American, Arab Diaspora, minorities in the US, stereotyping Arab Americans
1. Introduction
This paper provides a comprehensive review of the scholarly research about the Arab diaspora in the United States. While research about Arab Americans can be traced back to 1923, scholars increased their attention to this minority during the last half of the past century with a steady ow to the present. The research can be grouped into four main categories: the rst widely studied topic is their stereotyped image in the Western media. The second topic area concerns the Palestinian-Israeli con ict. The third category is the history and cultural identity of Arab Americans, and the fourth section examines some major surveys and other studies that focus on the implications of the 9/11/01 attacks against the United States. While these four categories are not mutually exclusive, they do correspond to the major trends in the research. A nal concluding section will identify some of the most recent developments and project some prospects for future study.
2. The Stereotyped Image
Much of the research about Arab Americans has examined the stereotyped image of Arabs in the American and Western media. Shaheen (1983) presented how the American media’s ugly and negative stereotypes of Arabs accompany a child from his early years to graduating from college. Through “editorial cartoons, television shows, comic strips, comic books, college and school textbooks, novels, magazines, newspapers and in novelty merchandise” (p. 328), Arabs were dehumanized and presented as the “bad guys.”
Focusing on this stereotyped image of Arabs in American media, Suleiman (1988) addressed different aspects of this stereotyping and presented a longitudinal study of American press coverage of the 1956, 1967, and 1973 Arab Israeli con icts and showed how the negatively stereotyped Arab was used as a weapon in the American media in favor of Israel. Zaharana (1995) examined the portrayal of the Palestinians in Time newsmagazine from 1948 to 1993; this research showed that the Palestinian .
Social Studies book design_Public Image Private Shamemarielow
This textbook provides an in-depth look at the history of the black civil rights movement in America from the earliest days of slavery through to the election of Barack Obama in 2008. It examines the movement through a variety of perspectives, including from movement leaders, grassroots supporters, white supremacists, and political leaders. The book encourages students to see the movement as part of a long tradition of black protest in America, and considers how issues of race continue to this day, inviting students to examine race relations in the US currently.
This document provides information for a course on the history of the Black freedom movement from 1955 to the present. The course will be taught by Dr. Sundiata Keita Cha-Jua and will take place on Tuesdays and Thursdays from 9:30-10:50 AM in classroom 159 of Altgeld Hall. The course will explore the strategies and impacts of the Civil Rights and Black Power movements through an analysis of primary sources and theoretical frameworks. Students will complete written assignments including papers analyzing primary documents and conducting original research. The goals of the course are to examine how the Black freedom movement transformed African Americans' status and to assess ongoing issues of racial oppression.
307 2nd Midterm review outline Professor Wendy Wang 2013
The second midterm emphasizes on (1) lecture notes, (2) the three book chapters 7, 8, and 9 (pay attention to the green concepts), as well as (3) video “LA county central jail” .
Although lecture notes especially theories are the most important, I give some guidance for chapter reading as well.
1. Critically evaluate Dr. Bonacich’s “split labor market” and “middleman minority” theories; Dr. Gordon’s “assimilation” theory; the “pluralist” theory; the “push – pull” , “human capital” , and “world system” theories.
2. Central arguments of the book chapters and how did the authors support their concepts through using data and charts?
3. Conclusions of the authors
4. Marxist Conflict theory: major arguments and weaknesses
5. Davis and Moore’s Functionalist theory: major arguments and weakness
6. Wilson’s declining significance of race vs. Duncan and Blau’s empirical comparisons of Black and White occupational mobility, variables used.
7. Intergenerational vs. Intragenerational mobilities.
8. Dr. Mario Barrera’s arguments on Deficiency vs. Bias theories, variables used in the two different models (see lecture notes).
9. Push and pull theories in migration
10. Demographic theory in migration
11. Human capital theory in migration (including “brain drain”)
12. World system theory
13. Globalization
14. Outsourcing
15. Hispanic American’s history and migration patterns
16. Why most of them serve as “cheap labors”?
17. Their social, familial, and income characteristics
18. Which three ethnic groups of Hispanic and Asian have the highest population percentage?
19. Why Mexican Americans are also called “sojourners”?
20. Why they transferred from “colonized minority” to “immigration minority” (page 288)
21. Push and pull factors for Mexican Americans (page 289)
22. Immigration, colonization and intergroup competition (page 294-295)
23. Continuing colonization (295-296)
24. Protest and resistance (296)
25. Immigration (push and pull) (304)
26. The ethnic enclave (305-306)
27. Assimilation and pluralism (316-320)
28. Asian American’s history and migration patterns
29. Why Asian’s “model minority” image is wrong?
30. Which two Asian groups have the highest population percentages?
31. Chinese Americans (339-340)
32. Second generation (340-341)
33. Ethnic enclave (342-343)
34. An American success story and critique (344)
35. Korean American (352)
36. Pilipino American (353)
37. Prejudice and discrimination against Asian American (354-355)
38. Assimilation and pluralism of Asian Americans (355-365)
39. Weak political power of Asian Americans (lecture and textbook)
40. Arab American’s migration pattern and educational/occupational characteristics
41. Arab’s contribution to the world (lecture notes)
42. Middle east and Arab Americans (384-386)
43. 9-11 and after (387-388)
44. Views toward immigrants (392-393)
45. Is contemporary assimilatio.
Name
Professor
Class
Date
assignment
Newcomb, John Timberman. Would Poetry Disappear? American Verse and the Crisis
of Modernity. Columbus: The Ohio State University Press, 2004.
In the United States, American poetry has undergone cultural modernity, which was a fatal crisis between 1890 and 1910. Poets, publishers, editors, and readers had two choices to make from the developing crisis and were either to reimagine uses of poetry in a culture of nickelodeons, dime novels, and vaudeville halls. The other option was for them to watch it disappear (15). The author admits that the book had to undergo a phase of disillusionment, anxiety, and futility in order for American poetry in the United States to become modern. It is evident in the book that both elite and mass-marketed texts have their uses, particular strengths and virtues, and limitations, which are notable. Newcomb defines literary work and goes further to provide the importance of value-history under this study (16). Part one of the book looks at the Fireside poets through tracing construction of national poetic ideology. Part two concerns analysis and gave an integrative framework for part three. The book has been able to show the productive relation of American poetry to history and politics and several writings has been considered like use of realist or romantic texts (20). The author also notes the poems that excluded modernism. His work is similar to that of McGann, Richard Brodhead because they both take the same direction in understanding surrounding discourses with integral value to both function and literary texts (25). Nelson Cary’s book Anthology of Modern American Poetry contrasts this book since it only presents the canonical poetry over hundred years.
Barabasch, Antje and Rauner, Felix (editors). Work and Education in America: The
Art of Integration. New York: Springer, 2011.
This volume talks about technical and career education or vocational education and training (VET) in the United States and insights into this field of research are highlighted. Critical analysis on the history, philosophy, governance, legislation, and organizational structures are provided to give a reader an overview of issues presented in VET. This book looks at various aspects that include education and qualification; localization versus globalization in governance, higher education vocationalism, U.S, apprenticeships among other issues. The book covers so many things on education in America and gives readers the need to have both technical and career education in this changing world. Barabasch and Rauner give a detailed analysis on how work and education are integrated in America and presents ways that students have benefitted with use of technical and career education in the modern setting. VET, a new way of dealing with globalization, has resulted in the creation of many institutions fostering and promoting the lives of people in the society through the creation of opportunities tha.
The document discusses the history and development of American Studies as an academic field. It describes how American Studies originated in the 1930s focusing on literature and history, then evolved to become more interdisciplinary. A major early approach was the "myth and symbol" school which analyzed recurring myths and symbols in American literature to understand American culture. While influential, this approach faced criticism for being too generalized and homogenizing. In the 1960s, American Studies embraced new perspectives like social sciences, Marxism, and identity-based approaches as the field diversified and became more responsive to social changes and issues of gender, race, and multiculturalism. American Studies now takes many approaches to understand American culture from various perspectives.
This document discusses key dimensions of a multicultural art education curriculum. It outlines five dimensions put forth by James Banks for developing multicultural education programs: 1) Content integration, which involves integrating information about diverse groups into the curriculum; 2) Equity pedagogy, modifying teaching strategies to address different learning styles; 3) Knowledge construction, promoting critical thinking to recognize knowledge is socially constructed; 4) Empowering school culture, addressing components of school structure to encourage social action; and 5) Prejudice reduction, decreasing stereotyping through instruction. The document explores how art educators have addressed these dimensions to incorporate multicultural perspectives into art curricula.
This document provides a review of recent sources on anti-Americanism, dividing print sources into analyses of anti-Americanism written in the US and accounts of international expressions of anti-Americanism. In the US section, it lists several books published between 2002-2004 that analyze reasons for and forms of anti-American sentiment. It also lists several journal essays, newspaper articles and online sources from 2002-2003 that discuss anti-Americanism from various political and ideological perspectives. The international section lists books published between 1998-2002 from France, Belgium and other countries that are generally critical of US foreign policy and influence in Europe.
Research paper ISLAMOPHOBIA AND MEDIA STUDIES SINCE 9/11Hameel Khan
This document outlines a research paper on the semiotic analysis of a movie to examine the portrayal of Islam and Muslims in Western media. It includes an introduction discussing the role of media in shaping opinions and stereotypes. The objectives are to analyze images and dialogue in the movie to identify any intended impacts and underlying ideologies. The literature review discusses theories like Marxism that view media content as being controlled by economic elites to promote their interests. It also examines the concept of Islamophobia and its roots in history. The research will analyze the movie Argo to study how Western media propagates negative stereotypes about Muslims.
Stuart Hall argued that the British press framed street crime as a "race" issue to distract from the country's economic crisis. Within Marxist theory, there are two models of racism - the relative autonomy model views racism and class as interconnected but separate phenomena, while the autonomy model sees racism as arising independently from class relations. Later theorists attempted to unify these perspectives by arguing racism is part of societal structures but must be analyzed historically in different contexts.
Week 3 Vietnamese, Laotian, and Cambodian AmericanRambau.docxcockekeshia
Week 3
Vietnamese, Laotian, and Cambodian American
Rambaut notes that diversity is the hallmark of Vietnamese, Laotian, and Cambodian refugees coming to the United States. How are the groups similar or different from one another? What factors shaped the patterns of settlement and secondary migration that later emerged?
The influx of thousands of immigrants from Southeast Asia during the mid to late 1970’s noticeable a new era in immigration to the United States because of multiple aspects. One of the characteristics that defined this new era was the region from which these new immigrants were coming. A second mannerism of this new era was that the arrival of these immigrants created a strong, negative reaction among Americans against them. Furthermore, the arrival of these immigrants led to new legislation regarding their status. The first major influx of Cambodian immigrants who began arriving in the United States during the late 1970’s was part of a large group of refugees from Southeast Asia fleeing political instability in their homelands.
As the Indochina War, the refugee shares a common history and experience the face in War. However, “they have different social back grounds, language, cultural, and often adversarial histories, and reflect different patterns of settlement and adaption in America” (pg.178). They range from member of the elites of former back government to Vietnamese and Chinese “boat people” survivors of the killing field of Cambodia in the late 1970s, and farmer from the highlands of northern Laos” (pg.178). Each of these ethnic group there are major different in social class. The war produced massive refugee population in United State. According to the text during the war “the first refugee arrives in U.S was Vietnamese immigration in 1952, then Cambodian immigrant arrived in 1953 Laotian in 1959”. (pg. 181). Most of the refugee are university students. The refugee was primarily placed in separate zip code in different state and half of the refugee are send to the state of their choice. Like other immigrants from Southeast Asia, Cambodian immigrants have inclined to work mostly in low-wage jobs. Many have looked for work similar to what they did in Cambodia, but some who had professional training have been unable to find corresponding employment in the United States. Cambodian Americans have generally had a difficult time economically in the United States. Unemployment among them is high. Many of them have lived in poverty and been dependent on government assistance
· In the chapter “Vietnamese, Laotian, and Cambodian Americans” Ruben G. Rumbaut discusses the immigration and settlement of refugees and immigrants from Vietnam, Cambodia, and Laos. Rumbaut highlights the very different experiences these groups of people went through and currently go through compared to other Asian American groups. One main driving factor that effected their settlement and adaptation was the effect that the Vietnam Wa.
Anti Obama Graphics: The Hermeneutics of Racial Codes in Visual RepresentationsLayla Abdullah-Poulos
Searching for graphics with President Barack Obama will result in many interpretive examples. Although the nuances of the messages differ, these mini-billboards are created by supporters and detractors alike, who desire to have their feelings about this political figure quickly and succinctly known. Among these graphics, there exist those which, if surveyed through hermeneutical and racial theory approaches, demonstrate the attempt to incite racial code words and symbols as a tactic to disqualify president Obama.
Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
Model Minority Stereotype 1 9 7slurs and relentless bul.docxraju957290
Model Minority Stereotype | 1 9 7
slurs and relentless bullying and attacks by his unit
members before his death.
Another soldier, Harry Lew, committed sui-
cide after suffering threats and brutal hazing at the
hands of his fellow soldiers. These and similar inci-
dents serve to illustrate the ongoing prejudice that
affects Asian Americans. The experiences of Asian
Americans in the military vary. Some have come
forward to express that Asian Americans often en-
dure various types of harassment, from milder
forms of racial stereotyping to hazing. Others, how-
ever, have suffered none. But the incidents described
raised a large public outcry and led to issues of rac-
ism in the military being highlighted.
Conclusion
Asian Americans have fought with great distinc-
tion in many U.S. wars since the early 19th century.
However, Asian Americans have traditionally repre-
sented the lowest number of volunteers of any eth-
nic group in the country. Today, in some Califor-
nia areas such as the San Francisco Bay Area and
Los Angeles County, numbers for Asian American
recruited soldiers have risen to almost double their
representation in the general population. In 2010,
the proportion of enlisted soldiers grew to nearly
double that of the previous year. Reportedly, how-
ever, Asian Americans do not serve often in the front
lines. Most Asian Americans serve in some area of
technical support. In some cases, reportedly, Asian
Americans seek noncombat jobs due to cultural or
religious issues and others because they tend to be
more academically inclined and seek training that
may be useful in careers beyond the military.
The role played by Asian Americans in the U.S.
military and their distinguished military service
have highlighted their contributions as American
citizens. Consequently, this has helped dispel much
of the stereotyping traditionally disseminated about
people of Asian descent. This has contributed, some
argue, to open doors for Asian Americans in public
service arenas, such as judicial courts and the U.S.
House of Representatives and the Senate. For ex-
ample, Dalip Singh Saund, an Indian Asian Ameri-
can born in Punjab, in 1957 became the first Asian
American elected to Congress and served until 1973.
He had become a U.S. citizen in 1946. Saund was the
first Indian American to be elected to Congress and
was re-elected twice. Daniel K. Inouye, from Hawaii,
became the highest-ranking Asian American politi-
cian in the history of the United States. Inouye was a
veteran who had fought in World War II as a mem-
ber of the renowned 442nd Infantry Regiment and
received many military medals as well as the Con-
gressional Medal of Honor. He was elected to the
House of Representatives in 1959 and to the U.S.
Senate in 1962. From 2010, he served as the senate’s
president pro tempore until his death in 2012. The
following year he was posthumously awarded the
Presidential Medal of Freedom.
Trudy Mercadal
See A ...
vo_l. -, 19_6!-1963; and Foreign Relations of the United Sta.docxjolleybendicty
vo_l. ?<-, 19_6!-1963; and Foreign Relations of the United States, "Cuban
Missile Cnsis and Aftermath," vol. XI, 1961-1963. See www.state.gov/
Docume~ts Rel~tin~ to American Foreign Policy: The Cuban Missile Crisis is a
website mam~amed by Mount Holyoke College. The collection includes
d~c~men~s: lmks, and other historical materials concerning the Cuban
missile cnsis. See www.mtholyoke.edu/acad/intrel/cuba.htm
360
ISSUE /0 ... ~
~
Did the Activism of the 1960s
Produce a Better Nation?
YES: Terry H. Anderson, from The Sea Change (Oxford University
Press, 1995)
NO: Peter Clecak, from The New Left (Harper & Row, 1973)
Learning Outcomes
After reading this issue, you should be able to:
• Define the term "New Left" as it applies to the 1960s.
• Summarize the main goals of the Port Huron Statement.
• Evaluate the legacy of the Students for a Democratic Society
(SDS) and the Youth International Party ("Yippies").
• Discuss the strengths and weaknesses of the New Left critique
of American society.
• Compare and contrast the political and cultural rebels of the
1960s in terms of their leadership, goals, strategies, and level
of success in affecting change.
ISSUE SUMMARY
YES: Terry H. Anderson concludes that the activism of the 1960s in
spired citizens of all types to demand changes that produced a trans
formation of American politics, society, culture, and foreign power
and made the United States a more democratic and inclusive nation.
NO: Peter Clecak contends that the political and cultural revolu
tionaries of the 1960s failed to revolutionize themselves or Ameri
can society and quickly discovered that, without a clear program,
viable organizations, or a significant constituency, they were essen
tially powerless against the prevailing social order.
In the summer of 1960, a University of Michigan undergraduate named
Tom Hayden, who served as an editor for his campus newspaper, the Michigan
Daily, made a trip to California. He paid a visit to the University of California
361
at Berkeley before making his way to Los Angeles to cover the Democratic
National Convention. In Los Angeles, Hayden was captivated by the idealistic
energy and enthusiasm for change articulated by young Massachusetts Senator
John Kennedy, who became the Democratic Party's nominee for president of
the United States. Only a few months before, Hayden had joined with a hand
ful of his campus associates in Ann Arbor to resurrect an almost defunct stu
dent organization-the Student League for Industrial Democracy-that traced
its roots to an early twentieth-century student group founded by the Socialist
writer Upton Sinclair. Changing the name of their organization to Students for
a Democratic Society, these young campus activists established connections
with participants of the ongoing college student sit-ins, whom they admired
for the ferocity of their commitment to eliminating segregation in southern
public accomm.
Muslims in the Media: Room for Moderation?Heather Risley
This document summarizes research on media representations of Muslims. It discusses qualitative research that argues Western media often depicts Muslims and Islam negatively through stereotypes. It reviews literature on how increased engagement with the Muslim world after 9/11 has not changed public opinion, which remains skeptical of Islam. The document also summarizes quantitative content analysis studies that empirically examined news coverage, generally finding it to be more negative and focused on crises. It discusses the need for more quantitative research to test assumptions from qualitative studies.
This document contains instructions and examples for analyzing abstracts from academic papers and research. It provides guidance on identifying key elements like the title, topic, discipline, objectives, methodology, and conclusions based on two sample abstracts. The first abstract examines the impact of the Mississippi Civil Rights Movement from 1960-1984 using quantitative analysis and case studies. The second analyzes the influence of Russian author Fyodor Dostoevsky on counterculture writers in America through a close reading of his work and their stylistic similarities. The document aims to help readers effectively analyze and understand the essential information presented in academic abstracts.
This document contains instructions and examples for analyzing abstracts from academic papers and research. It provides guidance on identifying key elements like the title, topic, discipline, objectives, methodology, and conclusions based on two sample abstracts. The first abstract examines the impact of the Mississippi Civil Rights Movement from 1960-1984 using quantitative analysis and case studies. The second analyzes the influence of Russian author Fyodor Dostoevsky on counterculture writers in America through a close reading of his work and their stylistic similarities. The document aims to help readers effectively analyze and understand the essential information presented in academic abstracts.
I Need Someone To Write My Essay - UK Essay WritingCourtney Esco
This portfolio focuses on analyzing various aspects of media content and how audiences engage with media. It includes sections on communication and semiotics in media, textual analysis of newspapers, narrative analysis of drama series, visual literacy, language and discourse in media. The portfolio aims to understand how signs, narratives, images and language shape audience interpretation and experience of media content.
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This document provides information for a course on the history of the Black freedom movement from 1955 to the present. The course will be taught by Dr. Sundiata Keita Cha-Jua and will take place on Tuesdays and Thursdays from 9:30-10:50 AM in classroom 159 of Altgeld Hall. The course will explore the strategies and impacts of the Civil Rights and Black Power movements through an analysis of primary sources and theoretical frameworks. Students will complete written assignments including papers analyzing primary documents and conducting original research. The goals of the course are to examine how the Black freedom movement transformed African Americans' status and to assess ongoing issues of racial oppression.
307 2nd Midterm review outline Professor Wendy Wang 2013
The second midterm emphasizes on (1) lecture notes, (2) the three book chapters 7, 8, and 9 (pay attention to the green concepts), as well as (3) video “LA county central jail” .
Although lecture notes especially theories are the most important, I give some guidance for chapter reading as well.
1. Critically evaluate Dr. Bonacich’s “split labor market” and “middleman minority” theories; Dr. Gordon’s “assimilation” theory; the “pluralist” theory; the “push – pull” , “human capital” , and “world system” theories.
2. Central arguments of the book chapters and how did the authors support their concepts through using data and charts?
3. Conclusions of the authors
4. Marxist Conflict theory: major arguments and weaknesses
5. Davis and Moore’s Functionalist theory: major arguments and weakness
6. Wilson’s declining significance of race vs. Duncan and Blau’s empirical comparisons of Black and White occupational mobility, variables used.
7. Intergenerational vs. Intragenerational mobilities.
8. Dr. Mario Barrera’s arguments on Deficiency vs. Bias theories, variables used in the two different models (see lecture notes).
9. Push and pull theories in migration
10. Demographic theory in migration
11. Human capital theory in migration (including “brain drain”)
12. World system theory
13. Globalization
14. Outsourcing
15. Hispanic American’s history and migration patterns
16. Why most of them serve as “cheap labors”?
17. Their social, familial, and income characteristics
18. Which three ethnic groups of Hispanic and Asian have the highest population percentage?
19. Why Mexican Americans are also called “sojourners”?
20. Why they transferred from “colonized minority” to “immigration minority” (page 288)
21. Push and pull factors for Mexican Americans (page 289)
22. Immigration, colonization and intergroup competition (page 294-295)
23. Continuing colonization (295-296)
24. Protest and resistance (296)
25. Immigration (push and pull) (304)
26. The ethnic enclave (305-306)
27. Assimilation and pluralism (316-320)
28. Asian American’s history and migration patterns
29. Why Asian’s “model minority” image is wrong?
30. Which two Asian groups have the highest population percentages?
31. Chinese Americans (339-340)
32. Second generation (340-341)
33. Ethnic enclave (342-343)
34. An American success story and critique (344)
35. Korean American (352)
36. Pilipino American (353)
37. Prejudice and discrimination against Asian American (354-355)
38. Assimilation and pluralism of Asian Americans (355-365)
39. Weak political power of Asian Americans (lecture and textbook)
40. Arab American’s migration pattern and educational/occupational characteristics
41. Arab’s contribution to the world (lecture notes)
42. Middle east and Arab Americans (384-386)
43. 9-11 and after (387-388)
44. Views toward immigrants (392-393)
45. Is contemporary assimilatio.
Name
Professor
Class
Date
assignment
Newcomb, John Timberman. Would Poetry Disappear? American Verse and the Crisis
of Modernity. Columbus: The Ohio State University Press, 2004.
In the United States, American poetry has undergone cultural modernity, which was a fatal crisis between 1890 and 1910. Poets, publishers, editors, and readers had two choices to make from the developing crisis and were either to reimagine uses of poetry in a culture of nickelodeons, dime novels, and vaudeville halls. The other option was for them to watch it disappear (15). The author admits that the book had to undergo a phase of disillusionment, anxiety, and futility in order for American poetry in the United States to become modern. It is evident in the book that both elite and mass-marketed texts have their uses, particular strengths and virtues, and limitations, which are notable. Newcomb defines literary work and goes further to provide the importance of value-history under this study (16). Part one of the book looks at the Fireside poets through tracing construction of national poetic ideology. Part two concerns analysis and gave an integrative framework for part three. The book has been able to show the productive relation of American poetry to history and politics and several writings has been considered like use of realist or romantic texts (20). The author also notes the poems that excluded modernism. His work is similar to that of McGann, Richard Brodhead because they both take the same direction in understanding surrounding discourses with integral value to both function and literary texts (25). Nelson Cary’s book Anthology of Modern American Poetry contrasts this book since it only presents the canonical poetry over hundred years.
Barabasch, Antje and Rauner, Felix (editors). Work and Education in America: The
Art of Integration. New York: Springer, 2011.
This volume talks about technical and career education or vocational education and training (VET) in the United States and insights into this field of research are highlighted. Critical analysis on the history, philosophy, governance, legislation, and organizational structures are provided to give a reader an overview of issues presented in VET. This book looks at various aspects that include education and qualification; localization versus globalization in governance, higher education vocationalism, U.S, apprenticeships among other issues. The book covers so many things on education in America and gives readers the need to have both technical and career education in this changing world. Barabasch and Rauner give a detailed analysis on how work and education are integrated in America and presents ways that students have benefitted with use of technical and career education in the modern setting. VET, a new way of dealing with globalization, has resulted in the creation of many institutions fostering and promoting the lives of people in the society through the creation of opportunities tha.
The document discusses the history and development of American Studies as an academic field. It describes how American Studies originated in the 1930s focusing on literature and history, then evolved to become more interdisciplinary. A major early approach was the "myth and symbol" school which analyzed recurring myths and symbols in American literature to understand American culture. While influential, this approach faced criticism for being too generalized and homogenizing. In the 1960s, American Studies embraced new perspectives like social sciences, Marxism, and identity-based approaches as the field diversified and became more responsive to social changes and issues of gender, race, and multiculturalism. American Studies now takes many approaches to understand American culture from various perspectives.
This document discusses key dimensions of a multicultural art education curriculum. It outlines five dimensions put forth by James Banks for developing multicultural education programs: 1) Content integration, which involves integrating information about diverse groups into the curriculum; 2) Equity pedagogy, modifying teaching strategies to address different learning styles; 3) Knowledge construction, promoting critical thinking to recognize knowledge is socially constructed; 4) Empowering school culture, addressing components of school structure to encourage social action; and 5) Prejudice reduction, decreasing stereotyping through instruction. The document explores how art educators have addressed these dimensions to incorporate multicultural perspectives into art curricula.
This document provides a review of recent sources on anti-Americanism, dividing print sources into analyses of anti-Americanism written in the US and accounts of international expressions of anti-Americanism. In the US section, it lists several books published between 2002-2004 that analyze reasons for and forms of anti-American sentiment. It also lists several journal essays, newspaper articles and online sources from 2002-2003 that discuss anti-Americanism from various political and ideological perspectives. The international section lists books published between 1998-2002 from France, Belgium and other countries that are generally critical of US foreign policy and influence in Europe.
Research paper ISLAMOPHOBIA AND MEDIA STUDIES SINCE 9/11Hameel Khan
This document outlines a research paper on the semiotic analysis of a movie to examine the portrayal of Islam and Muslims in Western media. It includes an introduction discussing the role of media in shaping opinions and stereotypes. The objectives are to analyze images and dialogue in the movie to identify any intended impacts and underlying ideologies. The literature review discusses theories like Marxism that view media content as being controlled by economic elites to promote their interests. It also examines the concept of Islamophobia and its roots in history. The research will analyze the movie Argo to study how Western media propagates negative stereotypes about Muslims.
Stuart Hall argued that the British press framed street crime as a "race" issue to distract from the country's economic crisis. Within Marxist theory, there are two models of racism - the relative autonomy model views racism and class as interconnected but separate phenomena, while the autonomy model sees racism as arising independently from class relations. Later theorists attempted to unify these perspectives by arguing racism is part of societal structures but must be analyzed historically in different contexts.
Week 3 Vietnamese, Laotian, and Cambodian AmericanRambau.docxcockekeshia
Week 3
Vietnamese, Laotian, and Cambodian American
Rambaut notes that diversity is the hallmark of Vietnamese, Laotian, and Cambodian refugees coming to the United States. How are the groups similar or different from one another? What factors shaped the patterns of settlement and secondary migration that later emerged?
The influx of thousands of immigrants from Southeast Asia during the mid to late 1970’s noticeable a new era in immigration to the United States because of multiple aspects. One of the characteristics that defined this new era was the region from which these new immigrants were coming. A second mannerism of this new era was that the arrival of these immigrants created a strong, negative reaction among Americans against them. Furthermore, the arrival of these immigrants led to new legislation regarding their status. The first major influx of Cambodian immigrants who began arriving in the United States during the late 1970’s was part of a large group of refugees from Southeast Asia fleeing political instability in their homelands.
As the Indochina War, the refugee shares a common history and experience the face in War. However, “they have different social back grounds, language, cultural, and often adversarial histories, and reflect different patterns of settlement and adaption in America” (pg.178). They range from member of the elites of former back government to Vietnamese and Chinese “boat people” survivors of the killing field of Cambodia in the late 1970s, and farmer from the highlands of northern Laos” (pg.178). Each of these ethnic group there are major different in social class. The war produced massive refugee population in United State. According to the text during the war “the first refugee arrives in U.S was Vietnamese immigration in 1952, then Cambodian immigrant arrived in 1953 Laotian in 1959”. (pg. 181). Most of the refugee are university students. The refugee was primarily placed in separate zip code in different state and half of the refugee are send to the state of their choice. Like other immigrants from Southeast Asia, Cambodian immigrants have inclined to work mostly in low-wage jobs. Many have looked for work similar to what they did in Cambodia, but some who had professional training have been unable to find corresponding employment in the United States. Cambodian Americans have generally had a difficult time economically in the United States. Unemployment among them is high. Many of them have lived in poverty and been dependent on government assistance
· In the chapter “Vietnamese, Laotian, and Cambodian Americans” Ruben G. Rumbaut discusses the immigration and settlement of refugees and immigrants from Vietnam, Cambodia, and Laos. Rumbaut highlights the very different experiences these groups of people went through and currently go through compared to other Asian American groups. One main driving factor that effected their settlement and adaptation was the effect that the Vietnam Wa.
Anti Obama Graphics: The Hermeneutics of Racial Codes in Visual RepresentationsLayla Abdullah-Poulos
Searching for graphics with President Barack Obama will result in many interpretive examples. Although the nuances of the messages differ, these mini-billboards are created by supporters and detractors alike, who desire to have their feelings about this political figure quickly and succinctly known. Among these graphics, there exist those which, if surveyed through hermeneutical and racial theory approaches, demonstrate the attempt to incite racial code words and symbols as a tactic to disqualify president Obama.
Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
Model Minority Stereotype 1 9 7slurs and relentless bul.docxraju957290
Model Minority Stereotype | 1 9 7
slurs and relentless bullying and attacks by his unit
members before his death.
Another soldier, Harry Lew, committed sui-
cide after suffering threats and brutal hazing at the
hands of his fellow soldiers. These and similar inci-
dents serve to illustrate the ongoing prejudice that
affects Asian Americans. The experiences of Asian
Americans in the military vary. Some have come
forward to express that Asian Americans often en-
dure various types of harassment, from milder
forms of racial stereotyping to hazing. Others, how-
ever, have suffered none. But the incidents described
raised a large public outcry and led to issues of rac-
ism in the military being highlighted.
Conclusion
Asian Americans have fought with great distinc-
tion in many U.S. wars since the early 19th century.
However, Asian Americans have traditionally repre-
sented the lowest number of volunteers of any eth-
nic group in the country. Today, in some Califor-
nia areas such as the San Francisco Bay Area and
Los Angeles County, numbers for Asian American
recruited soldiers have risen to almost double their
representation in the general population. In 2010,
the proportion of enlisted soldiers grew to nearly
double that of the previous year. Reportedly, how-
ever, Asian Americans do not serve often in the front
lines. Most Asian Americans serve in some area of
technical support. In some cases, reportedly, Asian
Americans seek noncombat jobs due to cultural or
religious issues and others because they tend to be
more academically inclined and seek training that
may be useful in careers beyond the military.
The role played by Asian Americans in the U.S.
military and their distinguished military service
have highlighted their contributions as American
citizens. Consequently, this has helped dispel much
of the stereotyping traditionally disseminated about
people of Asian descent. This has contributed, some
argue, to open doors for Asian Americans in public
service arenas, such as judicial courts and the U.S.
House of Representatives and the Senate. For ex-
ample, Dalip Singh Saund, an Indian Asian Ameri-
can born in Punjab, in 1957 became the first Asian
American elected to Congress and served until 1973.
He had become a U.S. citizen in 1946. Saund was the
first Indian American to be elected to Congress and
was re-elected twice. Daniel K. Inouye, from Hawaii,
became the highest-ranking Asian American politi-
cian in the history of the United States. Inouye was a
veteran who had fought in World War II as a mem-
ber of the renowned 442nd Infantry Regiment and
received many military medals as well as the Con-
gressional Medal of Honor. He was elected to the
House of Representatives in 1959 and to the U.S.
Senate in 1962. From 2010, he served as the senate’s
president pro tempore until his death in 2012. The
following year he was posthumously awarded the
Presidential Medal of Freedom.
Trudy Mercadal
See A ...
vo_l. -, 19_6!-1963; and Foreign Relations of the United Sta.docxjolleybendicty
vo_l. ?<-, 19_6!-1963; and Foreign Relations of the United States, "Cuban
Missile Cnsis and Aftermath," vol. XI, 1961-1963. See www.state.gov/
Docume~ts Rel~tin~ to American Foreign Policy: The Cuban Missile Crisis is a
website mam~amed by Mount Holyoke College. The collection includes
d~c~men~s: lmks, and other historical materials concerning the Cuban
missile cnsis. See www.mtholyoke.edu/acad/intrel/cuba.htm
360
ISSUE /0 ... ~
~
Did the Activism of the 1960s
Produce a Better Nation?
YES: Terry H. Anderson, from The Sea Change (Oxford University
Press, 1995)
NO: Peter Clecak, from The New Left (Harper & Row, 1973)
Learning Outcomes
After reading this issue, you should be able to:
• Define the term "New Left" as it applies to the 1960s.
• Summarize the main goals of the Port Huron Statement.
• Evaluate the legacy of the Students for a Democratic Society
(SDS) and the Youth International Party ("Yippies").
• Discuss the strengths and weaknesses of the New Left critique
of American society.
• Compare and contrast the political and cultural rebels of the
1960s in terms of their leadership, goals, strategies, and level
of success in affecting change.
ISSUE SUMMARY
YES: Terry H. Anderson concludes that the activism of the 1960s in
spired citizens of all types to demand changes that produced a trans
formation of American politics, society, culture, and foreign power
and made the United States a more democratic and inclusive nation.
NO: Peter Clecak contends that the political and cultural revolu
tionaries of the 1960s failed to revolutionize themselves or Ameri
can society and quickly discovered that, without a clear program,
viable organizations, or a significant constituency, they were essen
tially powerless against the prevailing social order.
In the summer of 1960, a University of Michigan undergraduate named
Tom Hayden, who served as an editor for his campus newspaper, the Michigan
Daily, made a trip to California. He paid a visit to the University of California
361
at Berkeley before making his way to Los Angeles to cover the Democratic
National Convention. In Los Angeles, Hayden was captivated by the idealistic
energy and enthusiasm for change articulated by young Massachusetts Senator
John Kennedy, who became the Democratic Party's nominee for president of
the United States. Only a few months before, Hayden had joined with a hand
ful of his campus associates in Ann Arbor to resurrect an almost defunct stu
dent organization-the Student League for Industrial Democracy-that traced
its roots to an early twentieth-century student group founded by the Socialist
writer Upton Sinclair. Changing the name of their organization to Students for
a Democratic Society, these young campus activists established connections
with participants of the ongoing college student sit-ins, whom they admired
for the ferocity of their commitment to eliminating segregation in southern
public accomm.
Muslims in the Media: Room for Moderation?Heather Risley
This document summarizes research on media representations of Muslims. It discusses qualitative research that argues Western media often depicts Muslims and Islam negatively through stereotypes. It reviews literature on how increased engagement with the Muslim world after 9/11 has not changed public opinion, which remains skeptical of Islam. The document also summarizes quantitative content analysis studies that empirically examined news coverage, generally finding it to be more negative and focused on crises. It discusses the need for more quantitative research to test assumptions from qualitative studies.
This document contains instructions and examples for analyzing abstracts from academic papers and research. It provides guidance on identifying key elements like the title, topic, discipline, objectives, methodology, and conclusions based on two sample abstracts. The first abstract examines the impact of the Mississippi Civil Rights Movement from 1960-1984 using quantitative analysis and case studies. The second analyzes the influence of Russian author Fyodor Dostoevsky on counterculture writers in America through a close reading of his work and their stylistic similarities. The document aims to help readers effectively analyze and understand the essential information presented in academic abstracts.
This document contains instructions and examples for analyzing abstracts from academic papers and research. It provides guidance on identifying key elements like the title, topic, discipline, objectives, methodology, and conclusions based on two sample abstracts. The first abstract examines the impact of the Mississippi Civil Rights Movement from 1960-1984 using quantitative analysis and case studies. The second analyzes the influence of Russian author Fyodor Dostoevsky on counterculture writers in America through a close reading of his work and their stylistic similarities. The document aims to help readers effectively analyze and understand the essential information presented in academic abstracts.
I Need Someone To Write My Essay - UK Essay WritingCourtney Esco
This portfolio focuses on analyzing various aspects of media content and how audiences engage with media. It includes sections on communication and semiotics in media, textual analysis of newspapers, narrative analysis of drama series, visual literacy, language and discourse in media. The portfolio aims to understand how signs, narratives, images and language shape audience interpretation and experience of media content.
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This document discusses the evolution of allergies in humans. It notes that approximately 25% of people in developed countries suffer from allergic disorders such as hay fever, asthma, eczema, and anaphylaxis. The rates are even higher among school-aged children at 40-50% suffering from one or more allergies. While medications can help manage allergies, it often takes years to find an effective treatment regimen. The document questions why humans evolved to have allergic disorders given their prevalence and disruptive nature, noting that while the biological mechanisms of allergies are understood, the evolutionary reasons are still debated among researchers.
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Tobacco smoke in public places negatively impacts public health. Secondhand smoke contains over 7,000 chemicals known to cause cancer and other health issues. Non-smokers have a right to public spaces free from involuntary exposure to toxins. Additionally, tobacco litter in public is unhygienic and a nuisance. Banning tobacco in public places would improve public health and sanitation while respecting the rights of non-smokers.
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The document analyzes the movie Food, Inc. and its rhetorical strategies. It notes the movie's goal was to show the industrial food system and its health and environmental impacts. It critiques how the movie uses emotional language and disturbing imagery to persuade viewers of these impacts. However, it also argues the movie would be more effective if it provided more data and sources to back its claims, as some viewers may see the strategies as biased without substantiation. Overall, the document provides a balanced rhetorical analysis of the movie's persuasive techniques and areas for potential improvement.
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
Cloud Writing Paper - Printable Teaching Resources - Print Play LearnCourtney Esco
The document provides a 5-step process for requesting an assignment writing service from HelpWriting.net:
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Literature Review Example Harvard StyleCourtney Esco
The document discusses a public goods game experiment where participants privately choose how much money to contribute to a public pot. The total amount contributed is multiplied by a factor and then shared equally among all participants. While some may contribute less, all get to keep their original amounts regardless of contributions. People's contributions tend to depend on how much others give as well as past contribution levels. The experiment aims to study decision making and cooperation in public goods scenarios.
When I Look Back To My First Experience Teaching Five PCourtney Esco
The document provides instructions for requesting writing assistance from HelpWriting.net in 5 steps: 1) Create an account, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
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This study guide provides an overview of the key topics and concepts covered in an Anatomy and Physiology course for an upcoming midterm exam. It outlines the major chapters and content areas that will be assessed, including human anatomy, physiology, cellular processes, genetics, and histology. Students are advised to focus their studying on the levels of biological organization, homeostasis, cell structures and functions, DNA and protein synthesis, and the four basic tissue types. The guide also references specific tables and figures from the textbook that are relevant to understanding the course material for the exam.
Terrell Davis was an influential running back for the Denver Broncos. He was born in 1972 in San Diego and came from a large family. Davis had many accomplishments playing for the Broncos, including scoring many touchdowns which drew cheers from crowds. He is now enshrined in the football Hall of Fame for his significant contributions to the sport.
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The document discusses the debate around euthanasia. It is defined as intentionally ending a life to stop suffering. There are two forms - passive which removes life support, and active which uses lethal drugs. The debate involves moral, legal and medical issues. Some argue euthanasia allows dignity while others say it undermines the value of life. Patients seek it for terminal illnesses with severe treatment side effects when other options are exhausted.
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The document provides instructions for submitting a paper writing request to the HelpWriting.net service. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with a refund option for plagiarized work. The document promotes the service's guarantees of original, high-quality content and satisfaction.
The document provides instructions for completing an assignment involving experiencing a humanities-related cultural activity outside of the classroom and reporting on it. It outlines 5 steps for the process:
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
An Lisis Cr Tico Del Estereotipo De La Minor A Modelo Shibboleth
1. 1
A CRITICAL REVIEW OF THE MODEL MINORITY STEREOTYPE
SHIBBOLETH
ANÁLISIS CRÍTICO DEL ESTEREOTIPO DE LA MINORÍA MODELO
SHIBBOLETH
Nicholas Daniel Hartlep.
Illinois State University, USA
ABSTRACT
The author conducted a thematic review of the literature on the model minority
stereotype (MMS). MMS writings (n = 246) included peer-reviewed and non-peer-
reviewed materials spanning from the 1960s to present. Writings were reviewed if their
title included “model minority.” The purpose was to review the MMS critically. Six
major themes were found to recurrently appear in the MMS literature. Those themes were
the following: (1) critiquing colorblindness, (2) countering meritocracy, (3) demystifying
Asian American exceptionalism, (4) uncovering divide and conquer stratagem, (5)
problematizing Asian American homogenization, and (6) unmasking the “yellow peril”
stereotype. Implications for the education of Asian students in America and abroad are
shared.
RESUMEN
Se ha llevado a cabo un análisis temático de documentos que giran en torno al
estereotipo de la minoría modelo. Entre los escritos analizados (variable = 246) se
encuentran materiales revisados por personal experto y no experto, y sus fechas abarcan
desde 1960 hasta la actualidad. Los documentos se seleccionaron aplicando el criterio de
que en su título apareciese «minoría modelo», y el objetivo ha consistido en examinar de
manera crítica el mencionado estereotipo. Como resultado, se han identificado seis
grandes temas recurrentes en los documentos sobre el estereotipo de la minoría modelo:
(1) crítica del daltonismo; (2) oposición a la meritocracia; (3) desmitificación de la
excepcionalidad asiático-americana; (4) revelación de la estratagema «divide y
vencerás»; (5) problematización de la homogeneización asiático-americana; y (6)
desenmascaramiento del estereotipo del «peligro amarillo». Se han puesto en común sus
implicaciones en la educación del alumnado asiático dentro y fuera de América.
1. INTRODUCTION
2. 2
Scholars have found the “model minority stereotype” (hereafter referred to as
MMS) to be a shibboleth (viz. a common belief) and racialized moniker for Asian
Americans (Lee, 2001, 2003, 2005). What the MMS conceals is vital for understanding
why the stereotype negatively impacts the education of Asian American students (e.g.,
see Tayag, 2011). This literature reviews analyzes (n = 246) writings on the MMS.
The purpose of the present article is to review the MMS critically, which some
scholars, such as Weaver (2007, 2009) and Lee (1996, 2005) have found to negatively
impact Asian American students. First, the origins of the MMS are traced. Second, a
description of the methodology that was used to locate literature is shared. Third, trends
found in the MMS literature are shared. Attention is paid to the previous work conducted
by eminent MMS researchers. This review confirms the work of others (e.g., see Hartlep,
In-Press; Lee, 1996, 2005) that the MMS has negative consequences for Asian American
students. Two important implications are shared related to improving the educational
experiences of Asian American students followed by a conclusion.
2. TRACING THE ORIGINS OF THE MODEL MINORITY IN THE UNITED
STATES OF AMERICAi
The “model minority stereotype” (MMS) in the United States of America
(U.S.A.) is said to have originated as a direct consequence of the publication of William
Petersen’s (1966) New York Times Magazine article, “Success Story: Japanese American
Style.” In his highly-cited article, Petersen pointed out how the Japanese were doing
extremely well, unlike the African Americans in the U.S.A. Petersen’s (1966) article fed
the public’s understanding that Asians (Japanese) were “model minorities” worthy of
3. 3
emulation. Later, the MMS characterization broadened to include the Chinese, and it
eventually was a term used to describe all Asian groups residing in America.
Previous scholarship—such as Ngo and Lee (2007) and Lee (1996, 2005)—has
identified the quintessential qualities of an Asian American model minority are the
following: (1) apolitical orientation to life, (2) working hard, (3) not questioning the
established order, (4) being apolitical, and (5) assimilating into middle-class culture.
Initially, during the 1960s, and especially during the 1970s, the Japanese/Chinese were
successful at possessing all five qualities mentioned above. African Americans, on the
other hand, according to Hsia (1988), were thought to possess none of the five qualities,
leading to their social demonization and stigmatization. Consequently, many scholars
critique the model minority, contending that its discourse serves as a rhetorical—social,
political, and educational—device that is used to divide and conquer African Americans
and Asian Americans (as well as other minorities), while maintaining the status quo and
modus operandi (e.g., see Hartlep, In-Press). According to Shrake (2006) and Hartlep
(In-Press) the MMS still continues to function this way in contemporary U.S.A.
During the late-1950s and early-1960s, the result of strong international pressure,
the United States needed to make other foreign countries, as well as its own country,
believe that America was not racist, but rather a democracy wherein anyone, regardless
of their race or ethnicity, could achieve the American Dream (Lee, 2010). The “American
Dream” is the “master script” (Swartz, 1992), or the “majoritarian stock story” (Noblit &
Jay, 2010) that the MMS discourse feeds and proselytizes. Consequently, the MMS is
understood to be constitutive of a 20th Century or “Cold War creation” (e.g., see Lee,
2010) that is simultaneously representative of a modern-day “Horatio Alger” story (e.g.,
see Ono & Pham, 2009).
4. 4
3. METHODOLOGY
Literature for this literature review was located through a series of purposeful
steps. Both peer-reviewed and non-peer-reviewed documents were included. Since titles
inform readers what they will surely encounter if they read a document, only literature
that contained the words “model minority” in its title was reviewed for this review.
Documents included in this review are writings such as articles, books, book reviews,
book chapters, encyclopedia entries, journalistic writings, newspaper columns, reports,
and monographs. Imel (2011) states that literature reviews may be chronological,
conceptual, methodological, or thematic. The present literature review was an exhaustive
and thematic one.
3.1. Searches for Literature
Since the focus of the literature review was thematic (Cooper, 1988, 1998; Imel,
2011; Torraco, 2005), concentrating on the MMS, first, batteries of general Google
Alerts, and Google Scholar Alerts were set up (with various combinations of the
following controlled vocabulary terms: Asian American + Oriental + Model Minority +
Education + Stereotype + Myth + Model Minority Stereotype + Model Minority Myth +
Stereotype Threat). Second, a search for literature was conducted using three separate
methods: (1) First, by using the Library of Congress (http://www.loc.gov/index.html)
website (using the same phrases above); (2) Second, by using the WorldCat
(http://www.worldcat.org/) website (using the same phrases above); and (3) Third, by
cross-referencing bibliographies and reference pages contained within literature that was
already located and reviewed.
5. 5
3.2. Trends in American Model Minority Literature
Indeed, the “model minority stereotype” (MMS) is something that many scholars
have written about (see Table 1 below). Although it is now over five decades old, the
MMS remains, and continues to gain, considerable academic attention well into the 21st
century (e.g., see Rim, 2007). Evidence of its increased attention can be seen in the
frequency of writings on the topic.
Table 1 highlights the numbers of writings on the MMS by decade, beginning
during the 1960s based upon the author’s review of the literature.
Table 1. Frequency of U.S.-Based Model Minority Stereotype Writings
Decade Number of Writings
1960s 2
1970s 6
1980s 30
1990s 54
2000s 154
Total 246
Note. See this article’s list of references for a complete detailed
list of MMS writings by the decade.
It is clear that the MMS is a sociological phenomenon that continues to increase
in academic appeal. Although this article only reviewed MMS literature based on
research conducted in the U.S.A. (including Canada), other scholars have written about
the MMS is other contexts, such as in China (Fang, 2008, 2009a, 2009b, 2010), New
Zealand (Chung & Walkey, 1988), and India (Dechamma, 2012).
4. MAJOR THEMES
6. 6
After reading the 246 “model minority stereotype” (MMS) documents referenced
in Table 1 (and in the references list of this article), six clear themes emerged. The six
following salient themes were found within the reviewed literature:
Critiquing Colorblindness. Much of the MMS literature attempts to dispel the
notion of colorblindness. Colorblindness is problematic since it is used to
support the idea that Asian American success is a function of their diligence
and effort (e.g., see DeGuzman, 1998; Kawai, 2005; Teshima, 2006).
Countering Meritocracy. At times an analog to colorblindness, many MMS
writings attempt to problematize meritocracy, which often ignores the plight
of Asian Americans by focusing on the group’s prosperity (e.g., see Weaver,
2007, 2009).
Demystifying Asian American Exceptionalism. Much literature on the MMS
understands that applauding Asian Americans for their academic
exceptionalism can lead to the suppression of the needs of other oppressed
people of color. Highlighting Asian American students’ success serves to hide
and mask forms of educational inequity and disproportionality, like the
overrepresentation of Asian Americans in gifted and talented education, as
well as the overrepresentation of African Americans in special education
(Hartlep, 2010).
Uncovering Divide and Conquer Stratagem. Many MMS writings conclude
that the MMS is a “wedge” that is used to maintain White supremacy.
Maintenance comes in various forms, but by and large, the MMS is
7. 7
predictable since it focuses on the individual while glossing over the structural
(e.g., see Lew, 2002, 2004, 2011).
Problematizing Asian American Homogenization. A preponderance of the
literature on the MMS discusses the sociological fact that Asian Americans
constitute a heterogeneous population that follows a bimodal distribution.
Therefore, this MMS literature argues that it is statistically improbable that
Asian Americans are universally successful (e.g., see Museus, 2008; Museus
& Kiang, 2009).
Unmasking the “Yellow Peril” Stereotype. Much of the MMS literature
discusses the fact that the “yellow peril” stereotype is a parallel to the MMS.
Many MMS writings compare/contrast the putative “positive” stereotype to
the supposed “negative” stereotype of times past (e.g., see Palmer, 1999;
Saito, 1997; Shim, 1998; Wong, 1976).
5. EMINENT MODEL MINORITY SCHOLARS IN THE UNITED STATES
OF AMERICA AND ABROAD
Although many scholars have dedicated their careers to demystifying the “model
minority stereotype” (MMS), an extensive analysis of the literature—in this case, 246
documents—reveals that Stacey Lee, an Educational Foundations Professor at the
University of Wisconsin-Madison, should be considered the United States’ foremost
MMS scholar.
Lee has dedicated her career to the study of the MMS, and has written many
articles (e.g., see Lee, 1994, 2006; Ngo & Lee, 2007), books (Lee, 1996, 2005) and book
8. 8
chapters (Lee, 2007; Lee, Wong, & Alvarez, 2009; Park & Lee, 2010) on this topic.
Other eminent Asian American model minority scholars include Frank Wu (e.g., see
Wang & Wu, 1996; Wu, 2012), Jaime Lew (Lew, 2002, 2004, 2011), Robert Teranishi
(Teranishi, 2002), and John Palmer (Palmer, 1999; Pang & Palmer, 2012). Another
established scholar from outside of the United States is University of Hong Kong post-
doctoral fellow Gao Fang who has also written extensively on the MMS (e.g., see Fang,
2008, 2009a, 2009b, 2009c, 2010a, 2010b).
6. THE NEGATIVE CONSEQUENCES OF THE MODEL MINORITY
STEREOTYPE
North American-based research indicates that the “model minority stereotype”
(MMS) has a deleterious impact on the education of Asian American students (e.g., see
Lew, 2002, 2004, 2011; Weaver, 2007, 2009). Asian American students who are
struggling academically may be reluctant to seek help from teachers provided that they
perceive them to be bright overachieving students (Ngo & Lee, 2007) and undeserving of
attention. Thus, teachers may falsely assume that their Asian American students do not
need educational support services (i.e., special education, language instruction), when in
fact they do. Evidence of this—Asian American students not getting help when they need
it and teachers assuming Asian Americans do not need help, when in fact, they do need
it—can be seen in the unequal distribution of students of color in special education and
gifted education circles. Existing scholarship documents that Asian Americans are
overrepresented in gifted and talented education programs and underrepresented in
special education programs (e.g., see Hartlep, 2010). Contrast Asian American students’
reality of being overrepresented in gifted and talented education with that of African
9. 9
American students’ overrepresentation in special education (Harry & Klinger, 2006), and
one begins to see the outcome of the tacit racialization of students. The MMS thus
negatively impacts both Asian American students and African American students.
Furthermore, it can be easily argued that some (although not all) Asian Americans
may benefit from special education services, educational support services they are unable
to access if they are believed to be “super minorities” (Teranishi, 2002). Asian
Americans’ concentration in gifted and talented education programs might be a function
of a “halo effect,” whereby well-meaning teachers’ cast Asian American students as
being intellectually superior to other students. In fact, Asian Americans have been said to
“out white Whites” (Chen, 2004). There is nothing wrong with educational and social
success, but not if it is the result of a “false positive.” Frank Wu pointed this out—the
problem of “false positives”—when he wrote the following:
It would be bad enough if the model minority myth were true. Everyone else would resent Asian
Americans for what Asian Americans possess. It is worse that the model minority myth is
false. Everyone else resents Asian Americans for what they believe Asian Americans
possess. (as cited in Rim, 2007, p. 38, italics added)
Indeed, it is quite possible that the Asian American students that are incorrectly
identified as model minorities may be the result of teachers’ self-fulfilling prophecies
and/or some sort of practitioner’s Pygmalion effect.
7. IMPLICATIONS FOR THE EDUCATION OF ASIAN STUDENTS IN
AMERICA AND ABROAD
10. 10
There are many important implications that can be drawn from this review. The
first is related to existing MMS research that has been documented outside of the United
States of America (U.S.A.). For instance, Asians in China, New Zealand, and India are
impacted by the mendacious myth too; the MMS is not a uniquely American stereotype.
The BBC featured a news story that highlighted Asian students’ success in New Zealand.ii
The newscast made it appear to its viewers that Asian students were superior to all other
ethnically/racially diverse groups of students in New Zealand. Clearly, then, the MMS is
a transnational or international myth, and might easily be imported to other countries and
loci (e.g., see Pon, 2000). The implication, then, is that the MMS might also impact Asian
students abroad. Educators need to be aware of this possibility and protect their Asian
students from being incorrectly stereotyped. Consequently, future research might
consider exploring the MMS in other countries and settings.
It is safe to say that model minority scholarship in America has mushroomed in
the 2000s (there are more writings in the 2000s than in the four previous decades
combined). Consequently, scholars in the U.S.A. must continue to develop avant-garde
ways to discuss how the MMS impacts and influences the educational experiences of
Asian American students—the fastest growing minority group. As a result of the
immensity and profundity of their growth, this article concludes by sharing two
implications that education policymakers, psychologists, and practitioners should
consider whenever discussing the teaching and learning of Asian American students:
Understand the Diversity of This Student Population. According to the
most recent U.S. Census statistics, Asian Americans represent the fastest
growing minority group in the United States. Indeed, according to the
11. 11
2010 U.S. Census (e.g., see Humes, Jones, and Ramírez, 2011), “The
Asian [American] population grew faster than any other major race group
between 2000 and 2010” (p. 4), and “Over the decade [from 2000-2010],
the Asian alone population experienced the fastest rate of growth” (p. 5).
In addition to its incredible rate of growth, the Asian American population
is extremely heterogeneous and diverse. The Asian American population
encompasses over 20 nations, with 60 different ethnic groups, and more
than 100 languages and dialects (Africa & Carrasco, 2011; CARE, 2008,
2010, 2011; Hsia, 1988; Lee & Kumashiro, 2005). Asian students in
America are a highly diverse and heterogeneous group.
Understand How Stereotype Threat Impacts and Influences the
Education of Asian American Students. Claude Steele (e.g., see Steele,
2010; Steele & Aronson, 1995) coined the term “stereotype threat.”
Stereotype threat describes how individuals can become anxious and/or
concerned in situations where the potential to confirm a negative
stereotype about their social group exists. Consequently, Steele (2010)
believes that “stereotype threat is a standard predicament of life” (p. 5);
and most teachers would agree that he is right. For example, Asian
American students may feel pressure to not fail, which would disconfirm
the model minority stereotype. This situation has been demonstrated in
research that finds that Asian American students internalize the MMS
(Trytten, Lowe, & Walden, 2012). Therefore, the pressure to achieve (a
consequence of the MMS) can be strenuous and burdensome, leading to
12. 12
fatigue, mental distress, and/or result in psychological and/or emotional
stress for Asian American students.
Increased levels of educational stress may become a health concern for Asian
Americans since stress has led to Asian American students committing suicide (Leong,
Leach, Yeh, & Chou, 2007; Lester, 1992). Teachers must not place excessive pressure to
succeed on their Asian American students. Conversely, teachers must also understand
when, and/or be able to tell, if their Asian American students are placing too much
pressure on themselves. School psychologists and counselors have the responsibility to
speak with and counsel Asian American students who might be anxious about their
current achievement (grades) and/or performance in school. This is especially true, as
Yates (2009) indicates, “the model minority stereotype has resulted in the creation of
unrealistic standards and social and psychological pressures among the Asian American
population” (p. 529). Educators must understand the reality of Asian American students.
8. CONCLUDING THOUGHTS
The MMS is suggestive of Asian American success, but what the stereotype
conceals—White supremacy and White racial hegemony—is vital for the continuation
and credibility of the “American Dream.” The myth of the “American Dream” is an
important “stock story” for the general American population. This review of the literature
has shared the results of a critical review of 246 writings on the MMS in the U.S.A.,
revealing that the existing MMS scholarship has relied on the following six approaches in
effort to destabilize the myth: (1) critiquing colorblindness, (2) countering meritocracy,
(3) demystifying Asian American exceptionalism, (4) uncovering divide and conquer
13. 13
stratagem, (5) problematizing Asian American homogenization, and (6) unmasking the
“yellow peril” stereotype.
By centering and contextualizing “just the facts”—in this case, statistics and
anecdotes on Asian American students’ struggles—and how “stereotype threat” (Steele,
2010) impacts the education of Asian American students, policymakers and practitioners
are forced to reject the notion that Asian Americans are universally successful (e.g., see
Van Ziegart, 2006).
After reviewing the literature on the MMS, it is apparent that the stereotype of
success is dangerous for Asian students in the U.S.A. Demystifying the MMS is an
important pursuit given that Asian Americans represent the fastest growing racial
minority group in the United States (Strasser, 2012). Thus, it is a demographic certainty
that Asian American students will remain an ever-growing part of American schools and
education. But as mentioned previously, the MMS is also an important issue for Asian
students outside of the U.S.A.
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Endnotes
39. 39
i
This thematic and exhaustive literature review strictly reviews the model minority stereotype (MMS) in
North America (including Hawaii and Canada), and does not address the MMS in other international
contexts such as China, New Zealand, India or elsewhere. The words “model minority” had to appear in the
document’s title in order to be included.
ii
“Are Asians Smarter” is available online here: http://www.youtube.com/watch?v=nIkvuDABvw8