Faces of Asian Americans

1. Faces of Asian Americans Educ 5035 Francisco Cordova, Jo Johnson, Rob Langford, Jason Schnoll, Teresa Waddell

2. ASIA China Philippines India Vietnam Korea Japan Cambodia Hmong (ethnic group) Laos Pakistan Thailand

3. Asian Languages of PSD • 55 total languages and 2,031 students (1,579 are Spanish speakers) • 10 Asian languages and 221 students • Chinese – 79 students • Korean – 53 students • Indian and Pakistani (5 different) – 30 students • Vietnamese – 27 students • Japanese – 19 students • Thai – 9 students

4. Faces of China

5. Chinese Culture • First Asians to arrive in large numbers • Worked the gold mines and railroad in the 1850s • Largest percent of Asian population in US (24%) • 4th highest median household income ($60,000) and over 50% employed in Management/Professional • Nearly 50% obtain college degree • Classroom implication: parents highly value education and college “track” • Many parents have deep funds of knowledge – invite them to your classroom!

6. Faces of Philippines

7. Filipino Culture History in the U.S. • Emigrated to US (HI) to escape caciques (farm landlords) • (1898) Sp-Am War; USA lies and wars with PH. 1,000,000 PH and 6,000 U.S. die. • (1899)The Treaty of Paris: PH is subject to domination by US instead of ES for 47 years. PH = US Nationals. English = official lang. USA military in PH until 1990s. • (1903-1935) Pensionado Act: Men come to US universities; return to PH • (1934) PH Independence negotiated with FDR; econ. needed USA • Schools and universities est. in PH by US (1898-1946) • (1946) PH can apply for legal citizenship • (1970—) Only Latinos surpass PH immigration to US. 1000s came through Navy Parent Involvement • Compradazgo system shared resources and extend family in barrios • Children are encouraged to go to college and become professionals Implications for Teaching • 43.8% get college degree / 24.4% of all U.S. do • PH school culture and language are like U.S.

8. Faces of India

9. Indian Culture • 16% of Asian population in US (3rd highest) • Highest median income with Japan ($71,000) and nearly 60% employed in managerial/professional • Over 60% obtain college degree • Classroom implication: parents highly value education and college “track” • Many parents have deep funds of knowledge – invite them to your classroom!

10. Faces of Vietnam

11. Vietnamese Culture Historical Overview Cultural Framework Values dignity and politeness Great respect for the elderly Family structure Obedience, honor, and respect for one another Expectations of women

12. Faces of Korea

13. Korean Culture History in the U.S. • In 1900, Hawaii (HI) is annexed to U.S. and the Chinese Exclusion Act (1882) forbade Chinese from emigrating to HI • In 1902, Koreans were recruited to harvest sugar cane in HI • Emigrated to USA to escape Japanese oppression • 100,000 S. Korean children have been adopted since Korean War • Prime targets of violence in 1992 L.A. riots: unemployed blacks were angered by an exaggerated perception of Korean economic success. 2000 stores were destroyed; $400,000,000 in damages. Many Koreans left L.A. Parent Involvement • Pressure children, especially boys, to succeed in school • 43.8% get a college degree / 24.4% of all U.S. do Implications for Teaching • Be calm and assertive: Koreans call Korea Choson (Land of Morning Calm) • Koreans place community before the individual; U.S. individual freedom?

14. Faces of Japan

15. Japanese CultureHistory -From the first immigrant to reach California’s shore in 1850, Japanese culture has been a part of America. -Racially discriminated more than most other Asians due to interment camps and loss of economic stability during this time.Key concepts for parent/community involvement -Understanding family honor(family is central)- sense of community -high levels of assimilation -importance of schoolingBarriers to communication-Ability to communicate effectively in English- familiarity with school functions- economic survival - educational background-Excel in areas outside of math and sciencesUnderstanding Personal Barriers -Eye contact, personal space, reserved physical touching, soft speech

16. Faces of Cambodia

17. Cambodian Culture • Historical Overview • The majority of Cambodians are Khmer, and speak Khmer. (90%) The Angkor period was seen as a golden age. Between the 9th and 14th centuries southeast Asia was controlled Angkor and their culture influences much of Asia. • Cambodia is predominantly Buddhist • Most immigrants came to the United States after the Vietnam War and the oppressive policies of Pol Pot and the Khmer Rouge (1.7 Million deaths resulted from Pol Pot’s regime) • Concepts-Parent/community involvement • Historically education was in Buddhist Temples. Girls did not attend. “Do whatever you want to him, just leave the bones and eyes” • Seen first and foremost as a moral education • Parents ‘give’ children to teachers, who are seen as ‘Second fathers ‘or ‘Second mothers’. Teachers, therefore, are not questioned • Students are most responsible for education, then teachers, then parents. A child’s future depends on ‘Brahma’s doctrine’ (middle road) Parents often don’t demand too much from children. They can or they can’t • Barriers/obstacles educational involvement • Khmer parents rarely attend school meetings, help with homework, or help with school activities. They’ve turned their children over to the teachers, the rest is up to the teacher and child. • Compulsory and long term education is a fairly new concept, especially among those who come from more rural areas. Most immigrants, especially women, have limited schooling and little knowledge of how American schools work. Education has not been identified as a right. • Parents often resign themselves to a child’s natural talent and disposition. A childs’ failure may be seen as inevitable, and so demands are adjusted. • Rural origins, social class disadvantages, and lack of formal education are identified as problematic for Cambodian Americans • Suggestions-parent/community involvement • Recognize that you are seen as a moral role-model • Expect to be seen as a patron for students for years to come • Though parents will rarely voice complaints, they will, if pressed, express the importance of bilingual education. Realize how important the language is to Khmer elders • Recognize that hierarchy and social distinctions are important to Khmer. Many of these ideas were suppressed by Pol Pot, and, ironically, are in place in American schools today. • Parent involvement must be sought, and we need to be the ones to seek parent contact. Expect roadblocks.

18. Faces of Hmong

19. Hmong Culture • Historical Overview • The Hmong were recruited by the American CIA to fight with the U.S. in Laos. When the U.S. left the North Vietnamese and Laotian governments marked the Hmong for genocide. • “The tragic suffering of the Hmong is ultimately our responsibility, for we go them into war against our enemies, trained them, urged them to fight, then broke our promises to them as we pulled out without doing anything to protect them” • Concepts-Parent/community involvement • Despite limited education, parents strongly support the education of their children • Father is usually the contact person • Teachers are respected highly as authority figures • Parents may think conferences are disciplinary actions • American education is still relatively new to many Hmong • Barriers/obstacles educational involvement • Language is a great barrier, both oral and written (White and Blue Hmong dialects) A writing system for Hmong was not introduced until recently (though some say the written language was eradicated by Chinese) • Hmong students are not as willing to voice ask for help so as not to bother the teacher or be intrusive. They are taught not to question adults or other authority figures • Can often appear shy and unassertive. Many may deny having difficulties in school because they believe failure brings shame to their families • Hmong students may lack academic support at home if parents are illiterate in English and Hmong • Rarely express feelings, thoughts, opinions so as not to question adults • Suggestions-parent/community involvement • Time is not an issue. Do not expect promptness • Consider encouraging Hmong students to ask questions or having an individual conference after class • Coach with praise. Consider demonstrating mistakes as part of the learning process • Pay close attention to at-risk Hmong students. Reach out to silent students • Teachers, parents and school staff should work as a three way support system

20. Faces of Laos

21. Laotian Culture Historical Overview • Cultural Values • Politeness, patience, moderation in speech, modesty, self-restraint • Respect for elders • Distaste for conflict, a willingness to compromise • Individualistic

22. Faces of Thailand

23. Thai CultureHistory -1960-Immigration began (nonexistent before this time) -1970-Appoiximately 5000 immigrants, mostly in California -1980-6500 immigrants on student/visitor visas; near military installationsKey Concepts to Parent/Community Involvement -Understanding the family is extremely close-knit -Highly structured family; each member has a place due to age, gender and rank within the family that needs to be respected -Most Thai children use a nickname instead of their given name so teachers need to be aware.Barriers to Parent Involvement Ability to communicate effectively in English - familiarity with school functions - economic survival - educational background Understanding Personal Barriers -Thai immigrants do not shake hands upon greeting -Greet in a prayer-like gesture called Wai -Do not touch their hair or pat them on the head

24. Model Minority: A Double-Edged Stereotype The myth: Most Asian Americans (AA) are highly educated and wealthy The facts: • 44.1% of all AA graduate from college, whereas 22.4% of all U.S. citizens do • 12.6% of AA are poor; 12.4 % U.S. are poor • Bamboo ceiling: 44.6% of AA hold management jobs, but in lower levels

25. Model Minority: A Double-Edged Stereotype • The perceived AA success aggravates other minority groups and increases discrimination • Gerrymandering thwarts AA political power • In AA pursuit of American Dream, they are taken advantage of and politically ignored • “…the… myth… has been used to justify [AA] from federal funding and some special minority programs…the [AA] success story has been turned into a weapon against other minorities who deny the existence of racism in America.” (p218)

26. Barriers and Obstacles inU.S. Educational System • Distinct language, culture and organizational patterns • Our failure to recognize and appreciate each subpopulations’ differences • Asian-Americans have been stereotyped due to the discriminatory laws enacted in the U.S. beginning in 1855 • Continued subtle discriminatory practices • Recommendations for increased parental/community involvement

27. Recommendations for increased parent involvement • Open communication between parent and school • Personal invitations • Recruit other parents to invite immigrant parents • Provide translators • Use of parents within the classroom(volunteers or guest experts) • Makes parents feel valued for their knowledge • Make schools “community centers” • English classes • Homework help • Tutoring • Translation of school newsletter • Be a culturally responsible school • Read Asian literature • Deal with racism through staff development

28. Summary • Each Asian subpopulation has distinct language, culture, and history • Recognize, appreciate, and embrace their differences • Dismiss the “Model Minority” label and teach each individual • Invite parents to share funds of knowledge with class (interpreter?)