Maile Kaneko and Jennifer TruongWSCA Conference 2014

Deconstructing the Model Minority MythDiversifying the Asian American and Pacific Islander Experience

Agenda

Objectives Discuss Model Minority Myth Who are API Students? API Students in WA State Public Schools Analysis of Data Attitudes Towards Counseling Subgroups - background and implications Interventions and Strategies Voices from the Community (Panel)

Objectives

• Identify historical and social contexts and experiences of a diverse set of Asian Pacific American subgroups

• Evaluate educational and socioeconomic data for disaggregated Asian American and Pacific Islander subgroups

• Learn historical, cultural, political, and social contexts impact on the educational experiences of various students

• Collaborate, share, and discuss strategies for supporting Asian American and Pacific Islander students

Model Minority Myth

“Proponent of the model minority thesis attributed the supposed success of Asian Americans to their adherence to traditional Asian cultural values and family structures. They argued that Asian Americans were more obedient to authority, respectful to teachers, smart, good at math and science, hardworking, cooperative, well behaved, and quiet. The model minority thesis also suggests that Asian Americans are more successful educationally and economically than other ‘minority’ groups in the United states such as blacks, Latinos, and Native Americans. Thus their pathway to success is viewed as a ‘model’ for other ‘minority’ groups to follow”

(Kwon and Au, 2010)

Harms of the Model Minority Myth

1. Denies existence of present discrimination against APA’s as well as effects of past discrimination

2. Masks unique barriers for varied experiences of subgroups (in particular SouthEast Asians and Native Hawaiians and Pacific Islanders)

3. Legitimizes attributes that generalize ability to overcome discrimination to juxtapose other racial groups

(CAPAA, 2010)

Who are API Students? Asian IndianBangladeshiBhutaneseBurmeseCambodianChamChamorroChineseChuukeseFilipinoGillis IslandersHmongIndonesianIwo Jiman

JapaneseKoreanKosraeanLaotianLau IslanderMalaysianMaldivianMaoriMarshalleseMongolianNative FijianNative Hawaiian

NauruanNepaleseNew CaledonianNiueanOkinawanPakistaniPalauanPapua New GuineanRapa Nui (Easter Island)Raro TonganRotuman

SamoanSingaporeanSolomon IslandersSri LankanTahitianTaiwaneseThaiTokelauanTonganUvea & FutunaVietnameseYapese

… and more.

Who are API Students?

47+ ethnicities that speak more than 300 languages and dialects

Asians make up 7.2% of WA State Population; NHPI make up .58%

65.5% of Asians and 19.8% of NHPI are Foreign born

(CAPAA, 2010; 2006-2010 American Community Survey [ACS]; 2008-2012 ACS)Photo by: Zamanalnsamt

% Foreign Born

Median Family Income

% Children under 18 below

Poverty Level

Language other than

English

Asian 67.2% $54,611 14.1% 74.8%

Cambodian 65.8% $34,801 31.8% 91.7%

Filipino 65.4% $56,781 6.3% 67.1%

Hmong 61.2% $27,955 56.4% 95.2%

Laotian 67.4% $44,536 21.1% 91.4%

Vietnamese 78% $42,846 24% 92.4%

NHPI 17.2% $45,596 18.9% 48.6%

Polynesian 16.0% $43,556 17.8% 49.3%

Native Hawaiian 2.3% $46,875 6.3 14.5%

Samoan 20.2% $39,135 24.4% 69%

Tongan 54.5% $65,733 4.1% 80.8%

Micronesian 12.1% $48,810 22.9% 48.2%

Chamorro 3.4% $51,071 21.1% 42.8%

Profile of Selected Economic Characteristics: 2000 Census 2000 Summary File 4 (SF 4) - Sample Data ; Profile of Selected Social Characteristics: 2000 Census 2000 Summary File 4 (SF 4) - Sample Data

Washington State D

emographics Profile –

2000 Census Data

East A

sia &

Oce

ania

East A

sia

Oce

ania

WA State Public Schools

• API’s make up 8.1% of school population

• More than 30% of Asian Americans receive Free/Reduced Price Lunch

• 14% are enrolled in Transitional Bilingual Instruction Program (TBIP)

• In 2007, there were 16 school districts that had Asian Americans representing over 10% of their student body

(Hune and Takeuchi, 2010)

WA State Public Schools, Cont.

District 2007 2012

Seattle 22% 18%

Bellevue 26% 31%

Tukwila 21% 32%

Kent 18% 19%

Highline 21% 19%

Tacoma 12% 13%

Lake WA 15% 19%

Federal Way 15% 17%

Renton 25% 26%

2007 2012

Issaquah 20% 23%

Edmonds 14% 14%

North Shore 11% 14%

Everett 12% 13%

Mukilteo 15% 16%

N. Thurston 13% 10%

Shoreline 18% 15%

Auburn 11% 10%

(Hune and Takeuchi, 2010; OSPI, 2014)

Education Data

Graduation Rates (4-Year Cohort)

2012-2013

(OSPI 2013)

AIAN API

Pacific Is

lander

Asian

Black

Hispan

icW

hite

Two or M

ore Race

s ELL FRL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

56.8%

82.5%

64.5%

84.4%

67.1% 66.7%

80.4% 78.1%

53.9%

66.2%

Disaggregated API

AIAN APIBlac

k

Hispan

icW

hite

Two or M

ore Race

s ELL FRL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

56.8%

82.5%

67.1% 66.7%

80.4% 78.1%

53.9%

66.2%

Aggregated API

Drop-Out Rate (Adj. 4-Year Cohort)

2012-2013

(OSPI 2013)

AIAN APIBlac

k

Hispan

icW

hite

Two or M

ore Race

s ELL FRL

0%

5%

10%

15%

20%

25%

30%

26.8%

9.5%

19.4% 19.8%

11.8%12.9%

25.8%

20.0%

Aggregated API

AIAN API

Pacific Is

lander

Asian

Black

Hispan

icW

hite

Two or M

ore Race

s ELL FRL

0%

5%

10%

15%

20%

25%

30%

26.8%

9.5%

20.7%

8.3%

19.4% 19.8%

11.8%12.9%

25.8%

20.0%

Aggregated API

3rd Grade MSP Math2012-2013

(OSPI 2013)

AIAN APIBlac

k

Hispan

icW

hite

Two or M

ore Race

s ELL FRL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

42.5%

76.8%

46.7% 48.4%

72.0%67.3%

36.1%

52.0%

Aggregated API

AIAN API

Pacific Is

lander

Asian

Black

Hispan

icW

hite

Two or M

ore Race

s ELL FRL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

42.5%

76.8%

50.4%

80.2%

46.7% 48.4%

72.0%67.3%

36.1%

52.0%

Disaggregated API

Push-Pull HypothesisPush-Pull Hypothesis: Migration is due to socioeconomic imbalances between regions, certain

factors "pushing" persons away from the area of origin, and others "pulling" them to the area of destination

Immigration Waves● First Wave of Asian Immigrants: 1840s–1930s.

○ One million Asians, most of them young men, was significant in the economic development of the western states and Hawai’i.

○ Chinese, Japanese, Filipino, Korean, Asian Indian● Second Wave of Asian Immigrants: Post-1965.

○ 1965 Immigration Act○ Annual quotas for Asian states, priority for family reunification, & preferences for

economic visas ● Third Wave: Southeast Asian Refugees, 1975 and After.

○ U.S. military involvement in Southeast Asia○ Refugees : persons who do not willingly choose to leave their homelands. ○ One million Vietnamese, Cambodian, Hmong, Mien, and other Laotians arrived

between 1975 and 1990 alone

(Hune and Takeuchi, 2010; So, 2008)

Attitudes Towards Counseling

Asian Americans underutilize counseling and other mental health facilities

Stigma, Shame, and Saving Face Feelings of guilt vs. Feelings of shame Shame and “Saving face” - one person reflects on the entire group or family system

Frustration, anger, depression, anxiety - “Don’t think about it”

Self-reliance Based on legacy of mistrust of outside institutions that have led to victimization of

APIs

Acculturation and help-seeking behaviors

Abe-Kim et al. (2007), Sue & Sue (2013), Yamashiro & Matsuoka (1997)

Attitudes Towards Counseling

As a child, I was taught not to call attention to myself, because an upright nail gets pounded down. I was taught to be helpful and to accommodate the needs of others. I believed that the mature person was loving, kind, and kept their opinions private.

- Yabusaki, 2010

(Sue & Sue 2013)

East Asian & South Asian Students

Self-control vs. Self-expression Self-control and restraint – one should exercise

restraint when experiencing strong emotions. The ability to control emotions is a sign of strength.

Ability to resolve psychological problems – One should overcome distress by oneself. Asking others for psychological help is a sign of weakness. One should use one’s inner resources and willpower to resolve psychological problems.

Filial Piety – Obligation to family and ancestors

Authority figure vs. stranger

Model Minority as stressor – Academics & Career

East Asian

ChineseJapaneseKorean

South Asian

IndianSri Lankan

BangladeshiBhutaneseMaldivianNepalese

(Kim & Park, 2008)

Implications & Strategies for School Counselors

Consider students’ levels of acculturation Integration, assimilation, separation, and marginalization Family’s generational status

Style of Counseling Logical, rational, directive vs. reflective, affective, non-directive

Explore perceived expectations and pressures (especially in academics and career choices) from family/community Failure to meet expectations feelings of inadequacy

pressure/psychological stress

(Kim & Park, 2008; Sandhu & Madathil, 2008)

Southeast Asian Students

Southeast Asia: Cambodia (Cham, Khmer) Laos (Hmong, Iu Mien, Khmu, Lao) Vietnam (Khmer, Montagnards,

Vietnamese) Burma (Karen, Chin) Thailand (Thai)

Social/Historical/Economic Context:• Language• “Involuntary Immigrants”• Socioeconomic status• Gang activity

Familial expectations & cultural norms

Educational Attainment - Bachelor’s Degree or Higher in WA State, 2006-2010 ACS)

Cambodian/Khmer 16.1%Filipino 39.6%

Hmong 14.5%

Laotian 10%

Thai 44.5%

Vietnamese 24.4%

Asian 45.6%

Asian Indian 58.4%

Chinese 57.3%

Taiwanese 75%

Japanese 52%

Korean 43.2%

(Hune and Takeuchi, 2010; Southeast Asia Resource Action Center; American Community Survey 2006-2012)

Implications & Strategies for School Counselors

Interdependency & Collectivism Students’ Role as Cultural moderators/mediators

Explore perceived expectations (especially in academics and career choice) from family/community

Explore gender roles and expectations within family/culture

Emphasize strength of Bicultural identity - navigating two (or more) worlds

Trauma and secondary trauma

(Hune and Takeuchi, 2010)

Pacific Islander Students

Pacific Islanders: Polynesian (Native Hawaiian, Samoan,

Tongan, Maori, and more) Melanesian (Fijian, Papua New Guinean,

Solomon Islander, and more) Micronesian (Chamorro, Marshallese,

Palauan, Kosraen, Chuukese, Yapese, and more)

LanguageSocioeconomic statusMultigenerational homesUS Territories & Formal Association

Values:• Collectivistic• Respect for Elders: Familial

expectations & cultural norms

Educational Attainment - Bachelor’s Degree or Higher in WA State, 2006-2010 ACS)

NHPI 11.3%Native Hawaiian 16.2%Samoan 8.0%

Tongan 15.4%

Micronesian 8.3%

Chamorro 8.0%

Melanesian 18.1%

Fijian 18.1%

Marshallese 1.4%

Asian 45.6%

Implications & Strategies for School Counselors

Explore and recognize importance of family & collectivist decision making

Acknowledge role of religion Connect students to community organizations &

community work Explore gender roles and expectations within

family/culture Advocacy for socioeconomic, immigration, and

language systems of support

2013 Legislative Recommendation

The Educational Opportunity Gap Oversight and Accountability Committee (EOGOAC)’s Recommendation #5:

Provide tools for deeper data analysis and disaggregation of student demographic data to inform instructional strategies to close the opportunity gap.

The EOGOAC recommends that the race category Asian be disaggregated into the following categories: Cambodian, Chinese, Filipino, Hmong, Indian, Indonesian, Japanese, Korean, Laotian, Malaysian, Pakistani, Singaporean, Taiwanese, Thai, Vietnamese, and Other Asian.

(CAPAA, 2013)

Interventions & Strategies

Empowerment: Acting With

Advocacy: Acting On Behalf

Microlevel Macrolevel

StudentFamily/Community

School/Department

Student Empowerment

Student Advocacy

Family Partnership/Community Collaboration

Empowerment: Acting With

Family Advocacy Systems Advocacy

(Modified from Lewis, Arnold, House & Toporek, 2003)

References2006-2010 American Community Survey. Dp02: selected social characteristics in the United States.2006-2010 American Community Survey. Dp02: selected economic characteristics in the United States.Abe-Kim, J., Takeuchi, D.T., Hong, S., Zane, N., Sue, S., Spencer, M., Appel, H., Nicdao, E., & Alegria, M. (2007). Use of mental health-

related services among immigrant and US-born Asian Americans: Results from the National Latino and Asian American Study. American Journal of Public Health, 97 (1), 91-98.

Commission on Asian Pacific American Affairs [CAPAA]. 2010. The state of Asian Americans and Pacific Islanders in Washington. Olympia, WA: CAPAA.

Educational Opportunity Gap Oversight and Accountability Committee [EOGOAC]. 2014. Recommendations from the 2014 annual report.

Hune, S. and D. Takeuchi. (2008). Asian Americans in Washington State: Closing their hidden achievement gaps. A report submitted to The Washington State Commission on Asian Pacific American Affairs. Seattle, WA: University of Washington.

Kim, B. & Park, Y. (2008). East and Southeast Asian Americans. In Garrett McAuliffe & Associates (Ed.), Culturally alert counseling:A comprehensive introduction (pp. 188-219). Los Angeles: Sage Publications.

Kwon, H. & Au, W. (2010). Model minority myth. In E.W. Chen & G.J. Yoo (Eds.), Encyclopedia of Asian American issues today: Volume 1 (pp. 221-230). Santa Barbara, CA: ABC-CLIO, LLC.

Lewis, Arnold, House & Toporek. 2003. Advocacy competencies. Accessed at http://www.counseling.org/resources/competencies/advocacy_competencies.pd

Office of Superintendent of Public Instruction (OSPI). (2013). Graduation and dropout statistics annual report 2011-2012 (Data file). Retrieved from http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/11-12/GradandDropOutStats2011-12.pdf.

Sandhu, D.S. & Madathil, J. (2008). South Asian Americans. In Garrett McAuliffe & Associates (Ed.), Culturally alert counseling:A comprehensive introduction (pp. 353-388). Los Angeles: Sage Publications.

Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). New York: John Wiley and Sons.U.S. Census Bureau (2014). American Community Survey 2008-2012: Race. Retrieved February 8, 2014, from

http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_5YR_B02001&prodType=table. Yamashiro, G., & Matsuoka, J. K. (1997). Help-Seeking among Asian and Pacific Americans: A multiperspective analysis. Social Work,

42(2), 176-186.

Panel