HOW WE WERE INSPIRED
About Us
WHERE ARE YOU REALLY FROM? THE ANSWER FOR ASIAN AMERICANS MAY BE MORE COMPLEX THAN IT SEEMS. THE STRUGGLE TO UNDERSTAND THE ASIAN AMERICAN IDENTITY CONTINUES WITH COUNTLESS STUDIES ON THE SUBJECT. IT IS NOW THE ATTEMPT OF ASIAN AMERICAN YOUTH IN THE MODEL MINORITY REALITY PROJECT TO TACKLE THIS QUESTION.
Asian Americans are recognizably the fastest-growing, best-educated, and highest-income racial group in the United States; 51% of Asian Americans 25 years or older have a bachelor’s degree or higher, with the U.S. population being 30%, and have a higher median income than the general population (Pew Research Center 2017). The success of Asian Americans has given rise to stereotypes, most notably the “model minority” stereotype. Although the association with “positive” stereotypes may seem favorable, the “model minority” stereotype has long since excluded Asian Americans from racial discourse in the United States. The stereotype cannot excuse the implications of expectations on Asian Americans and deny the fact that Asian Americans experience discrimination and racism.
First, the rigidity of success expectations limits Asian American individuality, especially among youth. The Success Frame of Asian Americans, as defined by Jennifer Lee and Min Zhou in their psychological publication, The Asian American Achievement Paradox, is as follows:
Asian Americans are expected “to get straight A’s in high school, attend a prestigious university, earn an advanced degree, and secure a high-status, well-paying job in one of the four coveted professions: doctor, lawyer, scientist, or engineer (Lee and Zhou 2015).”
To what extent this is true is not yet determined, but the general consensus among Asian American experiences indicates that the probability of the truth in this definition, to some extent, is high. According to the Pew Research Center, “High levels of educational attainment are a factor in the occupational profile of Asian Americans, especially their concentration in the fields of science and engineering” with “14% of Asian Americans [holding] these types of jobs, compared with 5% of the U.S. population overall” (Pew Research Center 2012). The Success Frame holds Asian Americans to an educational standard, and the pressure of attaining that standard or not meeting it can have detrimental effects on self-esteem and individuality. Since Asian Americans often compare themselves to other high-achieving
Asians, such a limiting measurement of success can give rise to feelings of inferiority. A study shows that Asian American high school students have higher levels of low self-esteem in comparison to other ethnic groups (Bachman et al. 2011). The importance of individuality can be seen in the college application process and the inability of college admissions committees to recognize personality individuality when Harvard rated Asian-American applicants lower on personality traits (New York Times 2018). Once again, it can be questioned as to what extent the statement that Asian Americans lack personality traits is true. A study conducted by Ascend finds that Asian Americans are the racial group least likely to be promoted into managerial and executive ranks (Gee and Peck 2018). It can be argued that the findings may be attributable to a lack of personality traits--confidence--or discrimination in the workplace.
Second, the Model Minority stereotype has become a means to disregard Asian American discrimination and racism. While discrimination is less common in California, which accounts for one of the highest populations of Asian Americans out of U.S. states, it is not nonexistent. Microaggressions are all too common, an example is asking an individual of Asian-descent, “Where are you really from?”. However, discrimination is most evident in the college application process. Aforementioned, Harvard has ranked Asian American applicants lower in personality traits. Some may argue that discrimination is a result of Affirmative Action, but that is a topic of discussion that will not be expanded here. The valorization of Asian Americans is commonly used to excuse the racial, social, and economic disparity between White Americans and African Americans. It is to be clearly noted that Asian Americans have historically faced discrimination in the United States as “perpetual foreigners,” but the “model minority” stereotype cannot reflect the progress of other minorities.
Therefore, as members of the Asian American youth population, it is the mission of the Model Minority Reality Project to:
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Understand the model minority experience
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Discuss current topics concerning Asian Americans
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Learn how to stand out to colleges and beyond, and cultivate individuality in the face of “lacking personality traits"
Members
MEET OUR
Faith Nishimura is a senior at Claremont High School with interests in marketing, advertising, and psychology, as well as a passion for leadership and advocacy. As a young 17-year-old Japanese-Filipino American who continues to juggle between “model minority” stereotypes and individuality, Faith finds it of utter importance to confront and discuss the issues perpetuated by “positive” stereotypes. She hopes to empower Asian American youth and the community to take action.
Thomas Huang is a first generation Chinese-Vietnamese American and a senior at Claremont High School. He explores his interests in STEM through Robotics and Science Olympiad, and has exceptional skills in Microsoft Paint. Thomas sets academic expectations for himself, but also understands the importance of socializing and takes the time be with friends. Thomas is enthusiastic about motivating Asian-Americans to assess the value of conversation and discussion.
Joy Kim is an upcoming senior at Claremont High School and is extremely passionate about photography and art. Academically, she is interested in pursuing Biology, and is currently volunteering at Pomona Valley Hospital to further this goal. Growing up as part of a “model minority” set a lot of pressure on her expectations and goals, which led to her interest in taking part of this project: to break down the social barriers and stereotypes that surround the Asian-American society.
Eric Ni is a 17-year-old 2nd generation Chinese-American whose personal enjoyment in art and guitar is difficult to balance with academics. He is a captain on the Claremont Speech and Debate team and has taken lessons in piano, violin, and guitar for a number of years. However, academic priority limits his time with personal enjoyments. Eric finds that “positive” stereotypes are confining and seeks to bring more awareness on the matter.
Elsie Chen is a senior at Claremont High School. Expanding her love of psychology, Elsie has interned at a clinical lab for two years at Stanford University. Immersing herself into the field of community service, Elsie is a diligent volunteer at the Foothill Family Shelter, a tutor for StandUp for Kids, and Vice-president of Operation Youth Unity. With the help of her family, Elsie has learned a unique definition of the value of education for the Asian community.
Farmaeliane Lai is a rising senior at Claremont High School. She explores her interests in nursing by volunteering at the retirement community. She is involved in the school orchestra and has played piano for many years. She believes this project is a way of shedding light on the impacts of the stereotypes on Asian Americans. By participating in this project, Farmaeliane is excited to see people stray away from the set perceptions of Asian Americans and pave their own paths in doing so.
A senior at Claremont High School, Jack has diverse interests ranging from music to STEM. Coming from a family of Chinese immigrants, he has experienced the challenges of merging different cultures and perspectives. Jack believes it is crucial to address the effects of the “model minority” stereotype and to understand that it does not define the Asian-American community. Jack joins this project in the hopes that it will encourage others to move beyond the expectations that society sets for them.