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Asian American Stereotypes

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The dominant image of Asian Americans as high achievers can be traced back to 1966 when Time Magazine (Peterson, 1960) and U.S. News and World Report (1966) reported on the ability of Japanese- and Chinese-Americans to achieve success in the face of the same adversities declared by proponents of the civil rights movement (Tran and Birman 2010). Direct experiences are pervasive, with research showing that over 99 % of Asian American adolescents have had at least one encounter in which they felt like they were being stereotyped as a model minority (Thompson and Kiang 2010).
Yet, despite its prevalence and commonality, the developmental implications of the model minority stereotype are not well-understood. Most of the existing research has been …show more content…
Adolescence is a prime period in which to focus an investigation on stereotypes given that the high school years are especially rife with social pressures for youth to both fit in and stand out (Erikson 1968).
To understand the full implications of being stereotyped as a model minority, it is important to also examine the simultaneous influence of more negative forms of discrimination, particularly since Asian Americans have been found to report more discrimination compared to their peers from other ethnic groups (Huynh and Fuligni 2010).
However, our conceptualization of these experiences involves nuanced distinctions in that stereotyping focuses on attitudes and others’ assumptions that are mostly related to more positively- connoted characteristics, whereas discrimination is more behaviorally-based and encompasses negative assumptions from others and more inherently oppositional tones. By including both model minority stereotyping and negative discrimination in the same study, we can move the field forward by examining whether these experiences are directly related to each other (Kiang, Whitkow, & Thompson …show more content…
Suh, Diener, and Updegraff (2008) found that among Caucasian American college students, those who viewed themselves as inter- dependent tended to rely more on social appraisal to evaluate their life satisfaction than those who perceived themselves as independent. It is possible that the mediating effect of social appraisal could be even more pronounced for Asian American and Latino/a American students because they are more likely to endorse collectivistic culture values. Lastly, given the high expectation of educational attainments in some Asian families (Okagaki & Bo- jczyk, 2002; Uba, 1994), it is possible that academic goal progress and academic satisfaction could have greater effects on life satisfaction for Asian American students than for their Caucasian American and Latino/a American peers. The aforementioned re- views and empirical findings provided the rationale for including independent and interdependent self-construals in the modified academic satisfaction model and pointed out possible racial/ethnic

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