The Status of Instructional Provisions for Asian Ethnic Minorities: Lessons from the California Experience.
Author(s):
Barrozo, Aurora C.; California State Dept. Of Education, Sacramento.
Format:
Report
Publisher:
1987.
Language:
English
Abstract:
The myth of Asians as "the model minority" may hide the instructional needs of Asians and mislead policymakers. There is growing concern that Asians' low verbal scores are masked by their higher than average math scores and high school grade point averages. Principals and key staff at 12 (out of 20) schools identified as having successful compensatory education programs responded to a questionnaire concerning Cambodian, Chinese, Filipino, Korean, Laotian, Hmong, and Vietnamese students who were classified as limited English proficient (LEP). The survey results were interpreted in light of evaluation criteria for compensatory education programs in the state of California, and the responses of the California State Superintendent to the First Term Report of the Advisory Council on Asian/Pacific Islander Affairs. Findings include the following: (1) Asian students appear to benefit from schoolwork despite a lack of qualified bilingual staff and instructional materials in the primary language; (2) Asian students' success can be attributed to parents' support and cultural emphasis on traits that lead to achievement; and (3) the attributes of the survey schools that qualified them as having outstanding programs may compensate for other deficiencies. Asian/Pacific Islander students at the 12 survey schools should improve their performance if the recommendations of the State Superintendent and his Advisory Council are followed. Six tables of statistical data and a list of 21 references are included. (FMW)