Please do not take any of the following information in a negative way. No member of this group means to offend anyone. Except ____, in compensation you can throw eggs at him if you like. . Asians A nd T heir “Superiority”. By: Excellent Student #1 Excellent Student #2
Please do not take any of the following information in a negative way. No member of this group means to offend anyone. Except ____, in compensation you can throw eggs at him if you like.
Asians And Their “Superiority”
Excellent Student #1
Excellent Student #2
Excellent Student #3
Excellent Student #1: “Asians are better in every aspect of the academic world than non-asians!”
Excellent Student #2: “ Really?!?! Wait, I don’t believe you!”
Excellent Student #3: “ Let’s find out!”
1) Does the Asian stereotype hold up in Canyon Crest Academy?
2) Do Asians take more challenging classes?
3) Are those Asians the high-scoring students in the classrooms?
So, to collect data on the proportions of Asians who took more challenging classes and whether teachers thought Asians were the higher-scoring students in their classes, we surveyed teachers who taught both an AP class and a normal version of the same class (for example, AP US History and regular US History). It was difficult to find teachers who met these requirements, however. There were no English or Math teachers (besides statistics) that we knew of who taught both AP/honors and a regular version of the class.
For some of the classes, we also classified the Asian students into different subcategories (Chinese, Japanese, Korean, Vietnamese, Indian, Other). This data will be used to create a probability model, comparing the observed probabilities (our data) against expected probabilities. The expected probability for each ethnicity was found on a credible website.
The percentage of Asians in each of the classes was calculated and shown in the graph.
It seems that there is a higher percentage of Asians in AP classes than regular classes.
Ha: at least 1 of the observed proportions differs from the hypothesized proportions
The P-value is larger than 0.05, so we
fail to reject the null hypothesis. There
isn’t evidence that the observed
proportions differ significantly from the hypothesized proportions.
df = 5
P-value = 0.998797
H0: There is no association between class difficulty and whether students are Asian or non-Asian.
Ha: There is an association between class difficulty and whether students are Asian or non-Asian.
Conditions are met:
Expected counts have to be at least 1,
no more than 20% are less than 5,
df = 1
P-value = 0.00217727
P-value = 0.0010896
The P-value is smaller than 0.05, so we can reject the null hypothesis. We
conclude that here is significant evidence that the proportion of Asians in
AP classes is greater than the proportion of non-Asians.
P-value = 0.016488
The P-value is smaller than 0.05, so we reject the null hypothesis.
There is evidence that the proportion of students in AP Statistics
is significantly greater than the proportion of students in regular
Statistics who are Asian.
P-value = 0.4891
The P-value is larger than 0.05, so we fail to reject the null hypothesis.
There is not significant evidence that the proportion of students in AP
Economics is greater than the proportion in regular Economics.
One major obstacle that we encountered was, "How do we know if a student is an Asian just by their name?" We decided that the student's last name was to be the deciding factor along with our prior knowledge of the students. This is definitely not the appropriate way to conduct this research; however, the circumstances (i.e., time limit, lack of practicality in asking every student if they were Asian or not, fear of response biases...etc) were such that there was no other way.