By Jamie Lew

This booklet demanding situations the "model minority" stereotype of Asian American scholars as a serious step towards instructing all childrens good. targeting Korean American early life in big apple urban faculties, Jamie Lew compares high-achieving scholars attending an elite magnet highschool with scholars who've dropped out of an area highschool. She reveals that category, race, social networks, parental innovations, and education assets all impact the aspirations and educational fulfillment of Asian American formative years. This in-depth exam: * Debunks the simplistic "culture of poverty" argument that's usually used to give an explanation for the good fortune of Asian american citizens and the failure of alternative minorities. * Illustrates how Asian americans, in several social and monetary contexts, negotiate ties to their households and ethnic groups, build ethnic and racial identities, and achieve entry to sturdy education and institutional help. * bargains particular tips on the best way to contain first-generation immigrant mom and dad and ethnic neighborhood contributors in faculties to foster educational luck. * seems to be at implications for constructing academic guidelines that extra absolutely deal with the wishes of second-generation little ones.

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More often than not, their children’s after-school activity of choice—or necessity—was going to work to supplement the family’s income, usually at menial jobs in ethnic enclaves, thereby reproducing the low status of their immigrant parents. As the findings in the following chapters illustrate, Korean American parents and children are hardly a homogeneous group. S. education system quite differently as a result of structural factors such as income, network orientation, and school resources. Such variability in accessing and accumulating social capital had important implications, determining how and to what extent the two groups could help their children bridge the gap between schooling aspirations and achievement.

This reinforcement of ethnic ties and identities not only helped second-generation children to achieve academically but also helped insulate them from the stratifying forces of poverty and racism endemic to their impoverished neighborhoods. By attending Korean churches with their parents and maintaining close ties to their parental networks, the Korean American students at MH were part of what Coleman and Hoffer (1987) referred to as a “closed functional community,” one in which social networks provide children with access to multiple sets of “parents” who reinforce the same values and attitudes that are conducive to school success.

Jenny, age 17 PARENTAL EXPECTATIONS: EDUCATION AS A LONG-TERM INVESTMENT The high-achieving Korean American students at MH placed much faith in education. Throughout the interview period at MH, the students consistently related their parents’ educational expectations, while reiterating how education was an effective, if not the only, way to achieve economic mobility. They shared their parents’ educational aspirations and, like them, believed in the significance of schooling as a long-term investment that would eventually pay dividends.

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