The Model Minority Student.docx
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The Model Minority Student.docx
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TheModelMinorityStudent
TheModelMinorityStudent:
AsianAmericanStudentsandtheRelationshipsBetween
AcculturationtoWesternValues,FamilyPressures,
andMentalHealthConcerns
NathanDivinoPanelo
DuringthebeginningofthefallsemesterattheUniversityofVermont(UVM),
Ifoundmyselfstudyinginarelativelysecludedarea.AsIwasimmersedinmy
reading,InoticedanAsianmalestaringoutofawindowwithaconcernedlook
onhisface.Idecidedtoflaghimdownandhaveafriendlyconversation.Aswe
talked,westartedtodiscusshowitfeelstobeanAsianAmericanatapredominantly
Whiteinstitution.Ourexperiencesadjustingtothecampuswerequite
similareventhoughwegrewupwithverydifferentchildhoods.Hegrewupin
BostonandIgrewupinSeattle,butwebothhadastrongconnectiontoour
cultureandourfamily.
AstheAsianAmericanstudentpopulationgrowsinUnitedStates
(U.S.)highereducation,sodoesthedemandforresourcesoncampus.
OnemajorconcernfacingAsianAmericanstodayistheculturalpressure
fromhomewhichoftenleadstomentalhealthconcerns.Many
AsianAmericanstudentsacculturatetoWesternvaluesinUnited
Statescolleges,andindoingso,sacrificepartoftheirtraditionalidentities.
AsAsianAmericanstudentsacculturatetoWesternvalues,it
becomesdifficultforthemtorelatetotheirimmigrantparentsorfirstgeneration
AsianAmericanparents.Incontrast,AsianAmerican
studentswhofeelclosetotheirtraditionalvaluescanfinddifficulty
transitioningintocollegeduetothediscriminationtowardtheirculture
andlackofsocialsupport.Thisarticlewillidentifyhowacculturation
toWesternvaluesandparentalpressuresaboutacademicscanleave
AsianAmericanstudents—oftenreferredtoas“modelminorities”—
depressedandemotionallyunstable.
NathanDivinoPaneloisasecond-yearHESAstudentoriginallyfromWashingtonState
whereheobtainedaB.A.inHumanServicesatWesternWashingtonUniversity.Hiscurrent
assistantshipiswithResidentialLifeasanAssistantResidentDirector.Havinglivedina
primarilyFilipinoAmericancommunitymostifhislife,Nathan’sgraduateschoolexperience
atUVMhascreatedpassionworkingwithotherAsianAmericansandtheiridentitydevelopmental
.Ultimately,NathanwouldliketoendupinmulticulturalaffairsworkingwithAsian
Americanstudentsandtheirintersectingidentitiesinhighereducationandstudentaffairs.
Panelo
148•TheVermontConnection•2010•Volume31
Wediscussedhowitfelttobefirst-generationcollegestudentsgrowingupwith
Americanideologies,sharingculturalvaluesandinterests.WhenIaskedwhat
hewasmajoringin,hesaidthathewasgoingintomedicine,mostlybecauseit
iswhathisparentswanted.Healsosaidthathewastakingaclassinvisualarts
andthathistruepassionwasdrawing.WhenIaskedhimwhyhewasnotmajoring
inart,heresponded,“BecausemyparentswoulddisownmeifItoldthemI
wantedtomajorindrawingcartoons.”Hewentontosaythathefeltlikehewas
notabletoconnectwithanyoneonthiscampusandhecontemplatedtransferring
toaschoolthatwouldsuithimbetter.Igottheimpressionthatitwasnot
untilourconversationthathefeltcomfortabletalkingabouthisfeelingsabout
hisexperiencesatUVM.Aswepartedways,IstartedtothinkaboutwhenIwas
afirst-yearundergraduateandhowtherapeuticitwasformetoventtosomeone
whounderstoodmyfrustrationsandanxietiesasanAsianAmerican.
ThisarticlewilldiscusstheconcernsofAsianAmericanfirst-andsecond-generation
collegestudentswhofeelfullyintegratedintheirculturalheritageand
howtheiracculturationtoWesternculturerelatestomentalhealthconcerns.
Thisarticlewillalsoaddresshowparentalinvolvementorpressuretoperform
academicallyperpetuatesthemodelminoritymyth.Finally,Ioutlinethesteps
studentaffairsprofessionalsmusttaketosupportAsianAmericanstudentson
collegecampuses.
Theterms“Western,”“American,”and“UnitedStates”(U.S.)areusedinterchangeably
inthisarticle.Mostoftheliteraturereviewedusesthesetermsto
representU.S.-bornAsianAmericanstudents.Further,theresearchstudiessummarized
herewereconductedintheU.S.However,theterms“Western”and
“American”encompassmorethanjusttheU.S.andfindingscouldapplytoAsian
AmericanstudentsinotherpartsofNorthAmerica.Itisalsoimportanttonote
thattheAsiancultureisbrokenupintosubcultures(forexample,Chinese,Korean,
Laotian,Hmong,Japanese,Filipino,etc.)thatdonotexactlyfollowthe
sameculturalideologies.Whatmightworkforonesubgroupmightnotworkfor
another.
AsianAmericanStudentsandAcculturation
AsianAmericanstudentswhohavelivedmost,ifnotalloftheirlives,inthe
U.S.mayhavemixedfeelingsaboutacculturationintoAmericansociety(Kim
&Omizo,2005).Acculturationisdefinedasadaptingtothenormativeprocess
ofthedominantculture(Kim&Omizo).Someexamplesofacculturationare:
assumingEnglishasone’sprimarylanguage,adaptingtoWesternsocietalvalues,
anddisplayingmannerismsnormativeinAmericansociety(Lee,Choe,Kim,&
Ngo,2000).Anindividual’sacculturationofWesternculturecanvarydepending
onthelengthoftimelivedintheU.S.,regionallocation,socioeconomic
Panelo•149
status,anddemographicsofthecommunity(McCarron&Inkelas,2006).Many
first-generationstudentsinhighereducationacculturatetoWesternculturemuch
fasterthantheirimmigrantparents(Leeetal.).Itiscommonforfamilymembers
whoimmigratetoAmericatorejectacculturationbyconsistentlyusingtheirnative
language,practicingtraditionallifestylesandculturalnorms,andbyforcing
theirchildrentoabidebytheirnativeculturalvalues(Leeetal.).
AsianAmericanstudentsaretypicallyperceivedashavingeithertraditionalor
Westernvalues.AsianAmericanswhoholdtraditionalvaluesarecharacterizedas
valuinginterdependence,harmony,collectivism,andhierarchyinfamilystructure
(Chang,1996;Kim&Omizo,2005).Incontrast,Westerncultureisperceived
tovalueindividualism,autonomy,future-orientedthinking,andcompetition
(Kim&Omizo).BothWesternandtraditionalAsianvaluesguidehowAsian
Americanstudentsthink,feel,andbehavethroughouttheircollegeexperience
(Kim&Omizo).TraditionalAsianvaluescanbeenforcedbyparents,family,
andcommunity,butareoftenrejectedbystudentswhobelieveitisbeneficialto
followWesternculture(Leeetal.,2000).StudieshaveshownthatsomeAsian
Americanstudentswhoadopttheseopposingsetsofvaluesmayleadtoconflict
whenattendingcollegewhilelivingathome(Aldwin&Greenberger,1987).Also,
possessingbothWesternandtraditionalAsianvaluescanresultinapessimistic
personality,orfeelingguilty,anxious,orboth(Zane,Sue,Hu,&Kwon,1991).
KimandOmizo(2005)statedthatAsianAmericanstudentscanfindresolution
byintegratingWesternandAsianculturesintotheirdailyinteractionson
campus.Studentintegrationisdefinedasbecomingproficientinthedominant
culturewhilesimultaneouslymaintainingtheirsetofindigenousculturalvalues.
Psychologically,integrationforAsianAmericanstudents,aswellasmanyother
racialidentities,canallowculturalvaluestobeexpressedinbothWesternand
AsianAmericansystems,particularlywhenculturalvaluesareinopposition.
ManyAsianAmericanshavesettledandintegratedintoWesternculture,giving
anoutwardperceptionof“contentconformity.”Thisconformitymayreinforce
theassumptionthatAsianAmericansdonotneedthesupportandresourcesafforded
tootherdiversegroups.Unfortunately,thisisnotthecase.
TheModelMinorityStudent
InastudyconductedbyMcCarronandInkelas(2006),Asianstudentshadthe
highestgraduationratecomparedtootherunderrepresentedracialandethnic
groups.Areasonforthiscouldbeduetoasolidworkethicandthedrivefor
successvaluedinAsiancultures,alsoknownintheAsian/AsianAmericancommunity
asthe“AmericanDream”(Cheng&Espiritu,1989).Thisleadstothe
perceptionofAsianAmericansasa“modelminority.”Thetermmodelminority
isalabelforAsianAmericansbecausetheyareseenasthemostculturallyadap150
•TheVermontConnection•2010•Volume31
tiveminoritygroup(Mallinchrodt,Shigeoka,&Suzuki,2005;Solberg,Ritsma,
Davis,Tata,&Jolly,1994).Thoughtheideaofbeingamodelminorityseemslike
apositiveperceptionofAsianAmericansandtheircommunity,thisdesignation
hasnegativeeffects.
Asmodelminoritystudentsincollege,AsianAmericansareexpectedtoacademically
outperformandworkmorethanstudentsfromallotherminoritygroups
inclasses,co-curricularactivities,andpart-timejobs(Cress&Ikeda,2003).This
ideaofbeingthemodelminoritystudentcanbereinforcedathomebyfamily
andparents’highexpectations.Unfortunately,manyparentsdonotunderstand
thesocialandpsychologicalproblemsthatcomewithbeinglabeledasthemodel
minority.
InCressandIkeda’sstudy(2003),508AsianAmericancollegestudentswere
surveyedovertwoyears.Thesurvey’sintentwastocomparetheirfeelingsof
depressiontothoseofothercollegestudents.ThestudyfoundthatmoreAsian
Americanstudentsreportedfeelingdepressedthantheirpeers,bothWhitestudents
andotherstudentsofcolor.Thestudyalsofoundthatthemajorityof
AsianAmericanstudentswhofeeldepressedseetheircampusashavinganegative
climatewheretheyexperiencehostilityanddiscrimination(Cress&Ikeda).
ThemodelminoritylabelalsodiscouragesAsianAmericanstudentsfromseeking
supportservicesoncamp
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