Asian Americans have been portrayed as the model minority for seemingly having achieved socioeconomic success and being free of problems. Such stereotypes may have lasting and negative impact on Asian American individuals, families, and communities. Utilizing the social justice framework and critical race feminist theory, we interrogate and problematize the model minority stereotype and its impacts by situating Asian Americans in the Black‐and‐White racial hierarchy, offering a brief history of the term, providing disaggregated statistics on Asian Americans' socioeconomic conditions, reviewing recent literature on Asian Americans and their families, and discussing some consequences that this myth generates. We focus on the roles of family and community contexts and acculturation status on Asian Americans' educational achievement, gender, and psychological adjustment and mental health issues. Our review illustrates the diversity and nuance in Asian Americans' educational, psychological, social, and economic outcomes. We conclude with some recommendations for professionals working with Asian Americans.
Training (jiao xun) has been proposed as an indigenous form of Chinese parenting. Does it exist in other populations? If so, how might it be associated with developmental outcomes? We examined the relationships of training to adolescent academic, psychological, and school adjustment in a sample of 214 Chinese American and 125 European American academically gifted students. We found that training also occurs in European American families with academically gifted children. There were other ethnic similarities: Training was not associated with depression or anxiety in either group, and it was a positive predictor of academic efficacy for both groups. One difference emerged: Training was not associated with school-engagement problems for the European American students, but it was positively associated with fewer school-engagement problems for the Chinese American students. The findings suggest that training has positive implications for academic and school adjustment among academically gifted Chinese American adolescents and for academic adjustment only among their European American peers.
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