Zhao and Qiu discuss that some subgroups of Asian Americans, particularly East Asians, perform better in a number of areas than other ethnic groups. Chinese Americans for example, are overrepresented in many of the nation’s elite universities, receive higher scores in mathematics and are overrepresented among finalists of National Merit Scholars and other recognitions. Other Asian subgroups do not have the same performance. For instance, the 2007 National Center for Educational Statistics data show that Cambodian and Hmong students had a higher dropout rate (7%) than did Chinese (2%) and Korean students (2%). Even East Asian Americans do not perform equally well in all subjects (Rohrlick et al. 1998). For example, their verbal scores have been consistently lower than their scores in mathematics (Flynn2007), though these results
…show more content…
First, depending on the age when they arrive in the U.S., newly arrived students from Asian countries have received education at various levels in their home country. In addition, their educational experiences and needs would be quite different from those born in the U.S. or example, language and cultural experiences would be essential for new immigrants, while U.S.-born Asian Americans may face challenges learning their heritage language and culture. Second, new immigrants make up a large proportion of the Asian-American population. According to the National Center for Education Statistics, two- thirds of Asian Americans are foreign born, and one fourth of Asian children were foreign born, a larger percentage than any other race or ethnic group (NCES2007). It is important to say, that new immigrants come to the U.S. at different ages for different reasons with different educational and cultural experiences. Their academic achievement and educational needs naturally vary a great deal. Against a common belief, not all Asian Americans are good at mathematics and
First, depending on the age when they arrive in the U.S., newly arrived students from Asian countries have received education at various levels in their home country. In addition, their educational experiences and needs would be quite different from those born in the U.S. or example, language and cultural experiences would be essential for new immigrants, while U.S.-born Asian Americans may face challenges learning their heritage language and culture. Second, new immigrants make up a large proportion of the Asian-American population. According to the National Center for Education Statistics, two- thirds of Asian Americans are foreign born, and one fourth of Asian children were foreign born, a larger percentage than any other race or ethnic group (NCES2007). It is important to say, that new immigrants come to the U.S. at different ages for different reasons with different educational and cultural experiences. Their academic achievement and educational needs naturally vary a great deal. Against a common belief, not all Asian Americans are good at mathematics and