The Effects of the Model Minority Myth in Education
By: Nick Dong
The model minority myth | USC Asian Pacific American Student Assembly
The model minority myth, which portrays Asian Americans as a uniform group of high achievers in stable environments, has significant and far-reaching effects on society and education. Although it may seem like a positive stereotype, the myth is deeply problematic. It not only masks the diversity within the Asian American community but also contributes to greater systemic issues within the educational system and society itself.
Origins of the Model Minority Myth
The model minority myth emerged in the 1960s as part of a broader narrative that framed Asian Americans as a group that had successfully assimilated into American society through hard work, obedience, and academic excellence. This stereotype was often contrasted with negative stereotypes of other minority groups, particularly African Americans and Latinos, who were depicted as less capable of overcoming adversity, particularly during the Civil Rights Movement. The myth was popularized by media reports and academic studies that highlighted the successes of certain Asian American subgroups while ignoring the challenges faced by others.
Civil Rights Leaders At The March On Washington | EXPRESS/HULTON ARCHIVE/GETTY IMAGES
As the model minority myth labeled “Black and brown Americans as ‘problem minorities’ and supposedly passive, hardworking [Asians] as a ‘model minority’,” this led to racial tensions between the two minority groups and a disregard for struggling Asians, particularly Southeastern Asians (“Inventing”). During the 1960s-1980s, Asian Americans were able to “gain access to better housing, education, and jobs” due to the Civil Rights Act, while the African American community, who led the movement, were still subjected to racist practices that have lasting impacts today (“Inventing”). The model minority myth has exacerbated the gap within Asian Americans by virtually generalizing every type of person with an Asian background to be the same, and therefore wealthy and successful, depriving the struggling of the support and resources they need. It has also exacerbated the gap between Asian Americans and other minority groups by creating racial tensions that demean such groups. This myth is harmful to all minorities, as it limits progress, support, and equality for minorities, while creating false narratives that only give the White majority a false impression on its progress on racism, hindering society’s ability to create an equal future.
Impact on Asian American Students
The model minority myth’s impact on students | Angelica Ordonez
The model minority myth creates unrealistic expectations for all Asian American students, pressuring a diverse group to conform to a narrow standard with negative impacts. The expectation to excel academically can lead to stress, anxiety, and depression among Asian American students. These students may feel immense pressure to live up to the stereotype and biased standards, which can result in a fear of failure and diminish self confidence. Moreover, for many that struggle academically or face socio-economic challenges, they are overlooked by educators, and “not offered extra help or any other support,” due to the assumption that all Asian American students excel in school (Blackburn). For Pacific Islander youth, they too are subjected to the model minority stereotype, having “their academic needs ignored,” and when they fail to live up to the stereotype, they are “discouraged from attending” higher education (Annie E. Casey Foundation). The model minority myth’s generalization of all Asian Americans results in a lack of support and resources for those who need it most, affecting their self confidence and future.
Furthermore, the generalization of all Asian Americans and Pacific Islanders as being the same hides the subgroups struggling most. This is particularly an issue in education, as it treats all ethnic groups as equally successful, taking away the resources that some groups may need. In particular, Southeast Asian and Pacific Islander students often face significant socio-economic and educational barriers, yet their experiences are frequently overshadowed by the success narratives of other Asian American groups. For instance, “Asian American students collectively only had a dropout rate of 2 percent,” but when this is further broken down into each ethnic group, “Burmese students had a dropout rate of nearly 30 percent” (Chatterji and Yin). In failing to dissociate each ethnic Asian group from one another, educators play into the myth, leaving certain subgroups to struggle unnoticed. In particular, this applies substantially to Pacific Islander students, where they are either treated as “perfect students and their academic needs are ignored, or are perceived as deviant exceptions” (Chatterji and Yin). The model minority myth creates a stereotype that fails to provide all Asian Americans and Pacific Islanders with the quality education and resources that they need to succeed.
Impact on Non-Asian Minority Students
The model minority myth contributes to the struggles of other minority groups |
Chelsea Beck/NPR
The model minority myth also has significant implications for other minority groups in education, particularly in creating racial tensions and failing to provide adequate support. By viewing Asian Americans as a "model minority," the myth reinforces racial hierarchies that position other minority groups as less capable or less deserving of success. This narrative can contribute to the marginalization of African American, Latino, and other minority groups, who may be unfairly compared to their Asian American peers and fail to receive the support they may need.
For instance, the positive bias towards Asian American students leads to “low-achieving Asian American students [being placed] on competitive academic tracks,” while Black and Hispanic students “experience the opposite effect in school,” and do not receive the proper support to attend college (Lee). The model minority myth fails to provide qualified minorities with opportunities to succeed, while providing unqualified Asian Americans an opportunity to succeed. Moreover, this bias has significant implications on educators’ assessment of other students. A recent study published in the National Bureau of Economic Research by Ying Shi and Maria Zhu found that “the presence of a single Asian student in a class amplifies teachers’ negative assessments of Black and Hispanic students,” and that Asian students were rated higher relative to their test scores (Lee). This has consequent effects for both Asian and other minority students, as it creates disparities and tensions among minority groups, and fails to provide sufficient support to such groups.
Conclusion
The model minority myth is a harmful and misleading stereotype that has far-reaching effects on education. It creates unrealistic expectations for Asian American students, marginalizes those who do not fit the stereotype, and perpetuates racial hierarchies that harm all minority groups. Addressing the impact of the model minority myth requires a concerted effort to challenge stereotypes, provide targeted support for all students, and understand that all Asians are different. By recognizing and addressing the diverse needs of Asian American students and other marginalized groups, then education becomes equitable.
Sources/References
Annie E. Casey Foundation. “Education and the Asian American Model Minority Myth.” The Annie E. Casey Foundation, 23 Aug. 2023, www.aecf.org/blog/education-and-the-model-minority-myth.
Blackburn, Sarah-Soonling. “What Is the Model Minority Myth?” Learning for Justice, 21 Mar. 2019, www.learningforjustice.org/magazine/what-is-the-model-minority-myth.
Chatterji, Roby, and Jessica Yin. “Education Policies Need to Address the Unique Needs of Asian American and Pacific Islander Communities.” Center for American Progress, 17 Feb. 2022, www.americanprogress.org/article/education-policies-need-to-address-the-unique-needs-of-asian-american-and-pacific-islander-communities/.
“Inventing the ‘Model Minority’: A Critical Timeline and Reading List.” Densho, 15 Dec. 2021, densho.org/catalyst/inventing-the-model-minority-a-critical-timeline-and-reading-list/?utm_source=google_cpc&utm_medium=ad_grant&utm_campaign=cbc_ggrant_CBCGrant%7CBlogMXC&gad_source=1&gclid=Cj0KCQjwt4a2BhD6ARIsALgH7DpFEKnbjAvEAW-5OcKRq09uoBd1pPci2gGBSi5ULtgiloFqi7DfSx8aAhKLEALw_wcB.
Lee, Jennifer. “Asian American Students Face Bias, but It’s Not What You Might Think.” The New York Times, The New York Times, 1 Nov. 2022, www.nytimes.com/2022/11/01/opinion/affirmative-action-asian-american-bias.html.
Victoria, Nathaniel A. “A+ Does Not Mean All Asians: The Model Minority Myth and Implications for Higher Education.” The Vermont Connection, 2007, https://www.uvm.edu/~vtconn/v28/Victoria.pdf.
