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Becoming a Model Minority: Schooling Experiences of Ethnic Koreans
in China looks at the manner in which ethnic Korean students
construct self-perception out of the model minority stereotype in
their school and lives in Northeast China. It also examines how
this self-perception impacts the strength of the model minority
stereotype in their attitudes toward school and strategies for
success. Fang Gao shows how this stereotype tends to obscure
significant barriers to scholastic success suffered by Korean
students, as well as how it silences the disadvantages faced by
Korean schooling in China's reform period and neglects the
importance of multiculturalism and racial equality under the
context of a harmonious society.
This edited book highlights the identities and practices of
ethnically diverse families and schools in contexts where
multicultural policies are not always a priority. In an era of
globalization and ensuing population mobility, it places a focus on
Asia-Pacific, a continent with diverse customs, populations, and
languages, but grapples with what it might mean to be
multicultural. The book features studies and frameworks that
illustrate how minoritized communities engage with the diversity
they live in and strategies in adjusting and adapting to their
sociocultural environments, including practices that might support
these efforts. This book represents initiatives and
interdisciplinary scholarship from Japan, Hong Kong, mainland
China, Australia, South Korea, Thailand, and Taiwan, which
underscore the intersection of identities, cultural values,
efforts, conflicts, and religions in making diversity work in their
contexts. Collectively, these works make a unique contribution by
invigorating debates on the flows and evolvement of cultural values
and practices within and across families and institutions. This
book will appeal to researchers, practitioners, and readers with
interest in the current state of cultural diversity among
minoritized families in Asia-Pacific and beyond.
This edited book highlights the identities and practices of
ethnically diverse families and schools in contexts where
multicultural policies are not always a priority. In an era of
globalization and ensuing population mobility, it places a focus on
Asia-Pacific, a continent with diverse customs, populations, and
languages, but grapples with what it might mean to be
multicultural. The book features studies and frameworks that
illustrate how minoritized communities engage with the diversity
they live in and strategies in adjusting and adapting to their
sociocultural environments, including practices that might support
these efforts. This book represents initiatives and
interdisciplinary scholarship from Japan, Hong Kong, mainland
China, Australia, South Korea, Thailand, and Taiwan, which
underscore the intersection of identities, cultural values,
efforts, conflicts, and religions in making diversity work in their
contexts. Collectively, these works make a unique contribution by
invigorating debates on the flows and evolvement of cultural values
and practices within and across families and institutions. This
book will appeal to researchers, practitioners, and readers with
interest in the current state of cultural diversity among
minoritized families in Asia-Pacific and beyond.
The book addresses issues related to the education of ethnic
minority individuals in the multilingual Asian region. It features
recent research and practices of scholars aiming to rethink
educational policy and practice surrounding the education of ethnic
minority students with a variety of language scenarios in Hong Kong
and other Asian contexts. It documents how ethnicity and inequality
are played out at policy, school, and individual levels, and how
these affect the education of ethnic minorities in their host
societies. Using a range of methods, from surveys to interviews and
document analysis, this book describes the links between language,
identity and educational inequality related to ethnic minorities in
Asian contexts.
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