1. Deconstructing the Model Minority Myth
Diversifying the Asian American and Pacific Islander Experience
Maile Kaneko and Jennifer Truong
WSCA Conference 2014

2. 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)
Race v. ethnicity

3. 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

4. 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)

5. Harms of the Model Minority Myth
Denies existence of present discrimination against APA’s as well as effects of past discrimination
Masks unique barriers for varied experiences of subgroups (in particular SouthEast Asians and Native Hawaiians and Pacific Islanders)
Legitimizes attributes that generalize ability to overcome discrimination to juxtapose other racial groups
(CAPAA, 2010)

6. Who are API Students? Asian Indian Bangladeshi Bhutanese Burmese
Cambodian
Cham
Chamorro
Chinese
Chuukese
Filipino
Gillis Islanders
Hmong
Indonesian
Iwo Jiman
Japanese
Korean
Kosraean
Laotian
Lau Islander
Malaysian
Maldivian
Maori
Marshallese
Mongolian
Native Fijian
Native Hawaiian
Nauruan
Nepalese
New Caledonian
Niuean
Okinawan
Pakistani
Palauan
Papua New Guinean
Rapa Nui (Easter Island)
Raro Tongan
Rotuman
Samoan
Singaporean
Solomon Islanders
Sri Lankan
Tahitian
Taiwanese
Thai
Tokelauan
Tongan
Uvea & Futuna
Vietnamese
Yapese
… and more.
Daughter
Son
Survivor
Sister
Brother
Friend
Aunt
Uncle
Grandchild
Cousin
Future

7. 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; American Community Survey [ACS]; ACS)
Photo by: Zamanalnsamt

8. Washington State Demographics Profile – 2000 Census Data
% 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
42.8%
Profile of Selected Economic Characteristics: 2000
Census 2000 Summary File 4 (SF 4) - Sample Data
Profile of Selected Social Characteristics: 2000
Profile of Selected Economic Characteristics: 2000 Census 2000 Summary File 4 (SF 4) - Sample Data;
Profile of Selected Social Characteristics: Census 2000 Summary File 4 (SF 4) - Sample Data

9. East Asia & Oceania

10. East Asia

11. Oceania

12. 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)

13. WA State Public Schools, Cont.
District
2007
2012
Seattle
22%
18%
Bellevue
26%
31%
Tukwila
21%
32%
Kent
19%
Highline
Tacoma
12%
13%
Lake WA
15%
Federal Way
17%
Renton
25%
2007
2012
Issaquah
20%
23%
Edmonds
14%
North Shore
11%
Everett
12%
13%
Mukilteo
15%
16%
N. Thurston
10%
Shoreline
18%
Auburn
(Hune and Takeuchi, 2010; OSPI, 2014)

14. Education Data

15. Graduation Rates (4-Year Cohort) 2012-2013
(OSPI 2013)

16. Drop-Out Rate (Adj. 4-Year Cohort) 2012-2013
(OSPI 2013)

17. 3rd Grade MSP Math
(OSPI 2013)

18. Push-Pull Hypothesis
Push-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)

19. 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
individualism vs. collectivism
self-exploration is not collectivistic
“Asian American adolescents appear to retain the expectation to assist, support, and respect their family even when exposed to a society that emphasizes adolescent autonomy and independence” - Sue & Sue p 396
-Objectives. We examined rates of mental health–related service use (i.e., any, general medical, and specialty mental health services) as well as subjective satisfaction with and perceived helpfulness of care in a national sample of Asian Americans, with a particular focus on immigration-related factors.
Methods. Data were derived from the National Latino and Asian American Study (2002–2003).
Results. About 8.6% of the total sample (n=2095) sought any mental health– related services; 34.1% of individuals who had a probable diagnosis sought any services. Rates of mental health–related service use, subjective satisfaction, and perceived helpfulness varied by birthplace and by generation. US-born Asian Americans demonstrated higher rates of service use than did their immigrant counterparts. Third-generation or later individuals who had a probable diagnosis had high (62.6%) rates of service use in the previous 12 months. (ABE-KIM ET.AL. 2007)
Abe-Kim et al. (2007), Sue & Sue (2013), Yamashiro & Matsuoka (1997)

20. 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)

21. East Asian & South Asian Students
Chinese
Japanese
Korean
South Asian
Indian
Sri Lankan
Bangladeshi
Bhutanese
Maldivian
Nepalese
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
(Kim & Park, 2008)

22. 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)

23. Southeast Asian Students
Educational Attainment - Bachelor’s Degree or Higher in WA State, ACS)
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
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 )

24. 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)

25. Pacific Islander Students
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)
Language
Socioeconomic status
Multigenerational homes
US Territories & Formal Association
Values:
Collectivistic
Respect for Elders: Familial expectations & cultural norms
Educational Attainment - Bachelor’s Degree or Higher in WA State, ACS)
NHPI
11.3%
Native Hawaiian
16.2%
Samoan
8.0%
Tongan
15.4%
Micronesian
8.3%
Chamorro
Melanesian
18.1%
Fijian
Marshallese
1.4%
Asian
45.6%

26. 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

27. 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)

28. Interventions & Strategies
Family/
Community
School/
Department
Student
Empowerment:
Acting With
Family Partnership/
Community
Collaboration
Student
Empowerment
Empowerment:
Acting With
Advocacy:
Acting On Behalf
Student Advocacy
Family Advocacy
Systems Advocacy
Microlevel
Macrolevel
(Modified from Lewis, Arnold, House & Toporek, 2003)

29. References
American Community Survey. Dp02: selected social characteristics in the United States 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), Commission on Asian Pacific American Affairs [CAPAA] The state of Asian Americans and Pacific Islanders in Washington. Olympia, WA: CAPAA. Educational Opportunity Gap Oversight and Accountability Committee [EOGOAC] 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 ). 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 ). Santa Barbara, CA: ABC-CLIO, LLC. Lewis, Arnold, House & Toporek Advocacy competencies. Accessed at Office of Superintendent of Public Instruction (OSPI). (2013). Graduation and dropout statistics annual report (Data file). Retrieved from Sandhu, D.S. & Madathil, J. (2008). South Asian Americans. In Garrett McAuliffe & Associates (Ed.), Culturally alert counseling:A comprehensive introduction (pp ). 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 : Race. Retrieved February 8, 2014, from Yamashiro, G., & Matsuoka, J. K. (1997). Help-Seeking among Asian and Pacific Americans: A multiperspective analysis. Social Work, 42(2),

30. Panel