Cross-Cultural Training Workshops for Educators

1987 ◽  
Vol 9 (3) ◽  
pp. 8-10
Author(s):  
Richard Ammann
Keyword(s):  
Asian American ◽  
Cross Cultural ◽  
Cultural Training ◽  
Cultural Understanding ◽  
Asian American Students ◽  
Cross Cultural Training ◽  
American Students ◽  
American Society

With a growing stress on maintaining cultural uniqueness in American society and an increasing number of Black, Hispanic, and Asian-American students in American classrooms, educators are encountering clashes more frequently with both their students and the community served by the school. This article reviews the general conflicts which occur in classrooms, describes what I have done as an educational anthropologist to train teachers to increase their cross-cultural understanding, and gives suggestions for other cross-cultural training workshops.

"Greasy Grinds” and “Quasi-Robots”: Rhetoric of Exclusions against Jewish and Asian American Students in American Universities

2009 ◽  
Vol 7 (2) ◽  
pp. 59-82
Author(s):  
Jillian Liesemeyer
Keyword(s):  
Asian American ◽  
Historical Trends ◽  
Historical Discourse ◽  
American Universities ◽  
The Public ◽  
Historical Comparison ◽  
Asian American Students ◽  
American Students ◽  
Current Controversy ◽  
Jewish Students

This study examines the historical comparison between exclusionary quotas against Jewish students in American universities and the recent similarities with the controversy over Asian American enrollment. Through an analysis of historical discourse from within the administration, in the public realm, and from students, parallels are seen between the two incidents. With a more complete understanding of the historical trends in exclusionary practices in universities, policymakers can recognize the current controversy with Asian American enrollment and take on the problem at the source.

Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los Angeles

2012 ◽  
Vol 10 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Benji Chang ◽  
Juhyung Lee
Keyword(s):  
New York ◽  
Public Schools ◽  
Los Angeles ◽  
Asian American ◽  
Community Members ◽  
Asian American Students ◽  
Education Experience ◽  
American Students ◽  
Community Organizers ◽  
Holistic Vision

This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public schools, as observed by two classroom educators, one based in each city. The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement. Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how students, families, teachers, school staff and administrators, and community organizers can collaborate to actualize a more transformative public education experience.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

2021 ◽  
pp. 233264922110184
Author(s):  
Pawan Dhingra
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Minority Group ◽  
People Of Color ◽  
White Educators ◽  
Asian American Students ◽  
American Students ◽  
High Achieving ◽  
K 12

Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.

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