This research aimed to explore the implications of the effects of the model minority myth on Asian American students and how an Asian American student’s socioeconomic background can influence their response to the myth, predominantly in seeking higher education. Socioeconomic background can affect a student’s financial ability to attain outside resources and support. While Asian American students who come from various socioeconomic backgrounds tend to internalize the harmful model minority myth, each student’s socioeconomic background plays a strong influence in their perspective on the myth. This study provides an in-depth exploration for the following research questions by experimental examining an East Bay Area high school located in North California and analyzing a survey from 120 students about how an Asian American student’s socioeconomic background influences their perception of the “model minority” myth in seeking higher education. The key finding is that Asian American students with a higher socioeconomic background tend to unknowingly respond more favorably towards the model minority myth in comparison to those with lower socioeconomic backgrounds. There can be a conformist mindset, where there is no need to change a system that works for them - those who have achieved their desired socioeconomic status through model minority ideals see no issue with the system and are persuaded to pass on their values to future generations. Asians with a higher socioeconomic background can perpetuate the model minority myth. This myth can continue to unrealistically push Asian American students to newer and higher standards.

Authors:
Erika Yang, University of Southern California (USC), United States

About the Presenter(s)
Ms Erika Yang is a University Doctoral Student at University of Southern California (USC) in United States

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