The document is a letter written by Jason Ou to his AP English teacher summarizing the key arguments from Amy Chua's book Battle Hymn of the Tiger Mother about Chinese parenting styles. The summary states that Chua argues Chinese parenting, with its emphasis on academic success, discipline, and hard work, produces children who achieve greater academic success compared to Western parenting styles. Chua believes American parents should incorporate aspects of strict Chinese parenting, such as placing more importance on education, using memorization and drills, and refraining from excessive praise, in order to help American children compete globally and improve the US education system.

1. Jason Ou
May 29th, 2012
Mrs. Rothbard
AP English 3
Raised in a Chinese household, I often experienced my parents’ wrath. Their demands for
high grades and maturity often seemed ridiculous to me. My friends and classmates were never
forced to study or do worksheets for grades three years ahead; they were too busy having sleep-
overs! But as I aged, I came to a realization. My parents did not treat me harshly for no reason;
they treated me harshly because they believed in me.
Issues that have sprung up more and more in past years are the decline of America’s edu-
cation system and the question of how to raise a child. A simple answer to both, as popularized
by Amy Chua in Battle Hymn of the Tiger Mother, is the introduction of “Chinese” methods of
parenting. The term “Chinese parenting” is an umbrella term that refers to stricter forms of par-
enting in which children are supposed to act stereotypically Chinese by achieving academic suc-
cess, playing classical instruments, and respecting their parents (Chua 4). In a more extreme
case, Amy Chua does not allow her children to have play dates, watch TV, or earn grades less
than perfect. Compared to these “Tigers,” most American parents are best described as “Chop-
pers,” hovering over their children ready to remove even the slightest obstacle (Gibbs). While
American parents slather praise on their kids for the lowest of tasks, “Chinese” parents reserve
praise for excellence (Chua 8). Analysis of Chua’s own experiences and other research clearly
shows that “Chinese” parenting can result in academically successful children who can compete
in an increasingly modernized and connected world; it can also result in emotionally stable and
respectful children who are willing to “give their best.”

2. It is no surprise that American education rankings have fallen in recent years. Research
by OECD, or the Organization for Economic Co-Operation and Development, shows that the US
ranks 17th worldwide in terms of math, reading, and science, a long drop from its previous rank
of first (Comparing Countries’ and Economies’). It is also no surprise that Asian-American stu-
dents often outperform their peers in academics. CollegeBoard reports that the the average SAT
score for Asian students is 1623, compared to the national average of 1509, a 7.5% disparity
(Marklein).
According to Chua, differences in parenting style explain this substantial gap. She writes
that “Chinese parents spend approximately ten times as long every day drilling academic activi-
ties with their children,” suggesting that Chinese parents simply care more about their offsprings’
education (Chua 5). In a study done by Ruth K. Chao for Journal of Cross-Cultural Psychology,
almost 70% of Western mothers feel that academic success is not good for children, compared to
none of the Chinese mothers, whose brains have long been ingrained with the idea that education
is critical to one’s success (Chao). This idea has deep roots in chinese society, where advance-
ment is often solely merit based (Ou). The resulting difference in achievement is not one to scoff
at.
If American students are to compete for jobs in a flagging world economy, parents must
take up the slack. Although Chua’s extremist style seems foreign and harmful at first, the results
cannot be challenged; to catch up to the rest of the world, American parents must become more
like their Chinese counterparts to foster academic success. In China, the phrase “rén shàng rén,”
or “people above people” is often repeated (Luo). This idea of striving to become better than oth-
ers is implanted in Chinese students by their parents from a young age. Chua writes that unlike
most American parents, Chinese parents “believe their children can be ‘the best’ students” (Chua

3. 5). Her mantra of strict discipline and “schoolwork always comes first” is a common maxim in
Chinese households, where it commonly fosters a strong environment that places schoolwork
above all else (5). Normally indulgent western parents will be shocked to learn that this stricter
style can include not allowing children to “watch TV or play computer games” or “get any grade
less than an A (3).” According to Chua, “Chinese parents can order their kids to get straight A’s.
Western parents can only ask their kids to try their best” (51). At first glance, her extremely strict
parenting style may be revolting to most parents; however, the incorporation of some aspects of
Chua’s style would benefit American children.
This strict and disciplined learning environment allows parents to emphasize rote learn-
ing and memorization as key methods of learning. Through practice and hard work, rote learning
allows students to quickly build the basic skills needed for later critical thinking. Chinese stu-
dents are often goal oriented in this way: one drills arithmetic early to have a head start in a fu-
ture engineering career (Ou). On this Chua writes, “Tenacious practice, practice, practice is cru-
cial for excellence; rote repetition is underrated in America” (Chua 29). American educators of-
ten deride the Chinese “rote” brute force method of learning, looking down upon memorization
in favor of an educational system based on intuition and exploratory learning (Stevenson and
Stigler 22). Having said that, international test scores prove that Chinese students consistently
score higher on mathematics, reading, and writing(. Although drilling and memorization may be
boring, American students and parents must learn to appreciate rote learning as a supplement to
interactive learning.
When it comes to subjects such as mathematics and science, Chua’s assertion that “[Chi-
nese] children must be two years ahead of their classmates” should ring true for American stu-
dents as well. Regarding the state of math and science education in middle schools, Bill

4. Schmidt, Education Policy Director at Michigan State University, says, “In [other] countries,
they study algebra, geometry, physics, and chemistry. In this country, our kids, most of them at
least, are still studying basic arithmetic and they’re doing very elementary, descriptive science: I
call it ‘rocks and body parts’” (Schmidt). For example, while Chinese students learn Pascal’s Tri-
angle and the binomial theorem in 8th grade, American students often delay this piece of precal-
culus until their junior or senior year in high school. Schmidt’s comments herald an unfortunate
truth: American students are woefully behind students in other countries, particularly Asian
countries (Comparing Countries’ and Economies’).
Fortunately, Chua has an answer for this problem, as well as an answer for the boredom
of rote learning. She calls it the Virtuous Circle (Chua 29). The “Virtuous Circle” is based off of
the idea that no child likes doing something he is bad at. The theory is that once a child starts to
excel, he will get praise for his hard work and effort. In turn, he builds confidence and begins to
enjoy the “once not-fun activity (29).” And, as part of the Virtuous Circle, when Chinese kids do
excel, Chinese parents will always praise their children (29). In this way, Chua’s Virtuous Circle
works to remove some of the suffering from rote learning and provides an incentive on its own.
However, the Virtuous Circle requires both parents and students to participate. American
parents must embrace aspects of Chinese parenting and stop praising their children for little
things. Although western parents will be hesitant to switch from a looser, praising style of parent-
ing, the “diligent, disciplined, and confidence-expanding Chinese way” has been proven time
and time again to produce better students that are better prepared for the real world (Chua 8).
Contrary to popular belief, praising children can do “more harm than good (Murphy and Allen).”
Studies have shown that continually showering children with praise can actually make them do
worse. For example, research at NYC schools shows that telling kids that they’re “smart” all the

5. time “makes them anxious and causes them to underperform (Witchalls).” Instead of plastering
children with praise, American parents should applaud their children for true excellence to estab-
lish the Virtuous Circle.
So how do “Chinese” parents get away with treating their children strictly and with what
borders upon abuse? Chua’s answer to this is that Chinese children behave differently because
they are treated differently (Chua 52). Chinese parents view children as tough and able to take
abuse; American parents view them as precious, to be raised under glass (Gibbs). The main dif-
ference in parenting styles is that while western parents are concerned with their children’s psy-
ches, “Chinese” parents aren’t. More simply, “they assume strength not fragility” (Chua 52). The
end result of this harsh treatment is the formation of a thick skin. For example, “Chinese” moth-
ers can say to their daughters, “Hey fatty--lose some weight.” On the other hand, Western par-
ents often have to “tiptoe” around issues, talking in euphemisms upon euphemisms. (51). West-
ern parents may sit their child down and express disapproval, but “they will be careful not to
make their child feel inadequate or insecure, and they will not call their child ‘stupid’ or ‘worth-
less’” (52). Conversely, “Chinese” parents believe that children are strong enough to “take the
shaming” and learn from the experience. Perhaps demonstrating their thick skin, when looking
back, children raised in this harsh “Chinese” way rarely look back with anger or regret. While
“acknowledging how oppressively strict and brutally demanding their parents were,” Chinese
children often describe themselves as “devoted to their parents and unbelievable grateful to them,
seemingly without a trace of bitterness of resentment” (101). In a world of “eating disorders and
negative self image[s],” the emotional stability of “Chinese” students is a much needed trait for
most American students (51).

6. But perhaps the most important reason that Chinese parents treat harshly is that they
know what is best for their children and “therefore override all of their children’s own desires
and preferences” (53). Chinese parents understand that education is critical to one’s success and
are willing to sacrifice some of their children’s short-term happiness for future success (Ou). For
example, Chua writes, “That’s why Chinese daughters can’t have boyfriends in high school and
why Chinese kids can’t go to sleep away camp” —because they are too busy studying (Chua 53)!
Because of this long term mentality, a Chinese education simply does not tolerate “good
enough.” Children are not praised for getting “B’s” because the aim is to be the very best, not
the second best. Coming from a country with limited jobs and resources with a population of 1.4
billion, Chinese parents have long understood that only the best can enjoy a good lifestyle;
American parents must also take this lesson to heart.
So, from fostering academic success, to raising happy and emotionally stable children, it
is clear that “Chinese” parenting has great strengths that should be incorporated into American
parenting. My own “tiger mom” often told me this: “Wàng zǐ chéng lóng. Wàng nǚ chéng féng”
(Luo). This translates to “Wish your sons to be dragons and wish your daughters to be phoenix-
es.” Comparing her son to the “King of the Jungle” of Chinese mythology reveals the high hopes
and true love of the Chinese parent. Westerners often think that Chinese parents don’t care about
their children, but the truth is just the opposite: they would give up -anything- for their children
to reach their fullest potential.

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