Asian American Student Involvement Analysis

Asians are one of fastest growing minority groups in America today. During this century, various factors at home and abroad have caused people from Asia to immigrate to the United States for better or for worse. Due to these factors, Americans and American teachers, in particular, need to educate themselves and become aware of the Asian American students’ needs in terms of success and happiness. Before beginning my research, I felt I had an easy subject: studying Asian Americans in relation to their education in public schools. How simple! Everyone knows they are smart, hard working, driven to succeed in spite of their nerdish, geeky, non-athletic, broken-English stereotype. Of course they are

Asian-American students are often assumed to be the ones who finish on top academically. Due to the amount of high-ranking Asian-American students in schools throughout the United States, a cliché stereotype has been developed claiming all Asian students are “whiz kids.” The culture which Asian individuals practice differs by region however, majority of Asian individuals celebrate a different culture than mainstream Americans. I interviewed Susan, an Asian-American female who was born to an Asian mother, and an American father.

I have participated in many clubs where group work and leadership is a necessity: Model United Nations, First Class Leaders, Mu Alpha Theta, and National Honor Society. In these clubs, as well as in everyday life, I have been afforded the opportunity to share my values, listen to other’s opinions, and come together to find how we can share our values and ideas. However, my outreach and voice has been far more impactful in Mu Alpha Theta, a Math National Honor Society, and First Class Leaders where I gratefully serve on the Executive boards. I have organized many opportunities that have inspired members to commit philanthropic acts for tremendous charities, and in accordance there are numerous people that have received items that bring security

My position as Conference Chair was my first large responsibility in college. This position developed my interpersonal and team working skills; it also instilled the importance of time management and organizational habits. Through the inspiration of my peers, I became committed to bring creativity and innovation to all events that I planned. This position allowed me to explore my passion of minority advocacy though the Asian/Asian American population and serve as a catalyst for the promotion of education and awareness of Asian history and culture. Our greatest accomplishment was the development and passing of the Asian American Studies Minor at the University of Florida. Our first step was garnering support from the community through assembling a committee of students and faculty, and created

This article explains and discusses how good Asian students do in high academic levels. At the same time, refutes four different myths about Asian American academic achievements. The article has a brief introduction including some background information before focusing, explaining and discusses the four myths: Asian American has superior academic achievement; Asian-American students are born smart; Asian-American students are trouble-free kids, and Asian-American students are good at

I am a Second Generation African-American Student, and I’m proud to say that my eagerness to learn is one of the many reasons for my academic success. Growing up in an African immigrant family, education has always been my prime focus due to the inspiration I’ve received from my parents. Because of that, all through my middle school journey at Sky Vista, I have set and accomplished many goals for myself. From the baseline of having a 3.5 GPA in 6th grade to always having a 4.0 GPA each quarter in the 7th and 8th grade. Now that my middle school years are slowly coming to an end, my eyes have been shifted to look forward to achieving greater academic things. As I am about to enter high school this year in August, I hope to be faced with many

be at an educational disadvantage compared to the students attending the predominantly white suburban schools. (Batts, 2012).

With the changing demographics of UW Bothell, diversity and social issues today are increasingly being addressed by students. Current student participation is rising with established clubs and new clubs. The current club structure is connecting like-minded students who want to establish a space where they can help and educate others about what they deem important. These clubs have encouraged students to devote time to global and social issues that mirror localized activism.

I assume that students come from different backgrounds and countries. Immigrant students including myself come to the United States in search of a better life. We all have the same goal, i.e., aspiring to go to higher education, being successful academically and eventually leading a better life. Being a part of a homogeneous community where you do not belong might be very frustrating, but if people come from diverse backgrounds, there is a greater potential for them to understand each others feelings.

As an African American student it often troubles me that many fellow African Americans still do not have adequate access to higher education whether the barrier pertains to first generation status, familial income, or lack of school support. For my research project I am seeking to answer the question, “What factors inhibit or promote post-secondary academic success amongst African American students?” I decided to ask this question in two parts because it would be fairly simple to just list and describe sanctions that inhibit post secondary success. However, I also want to explore factors that promote success and how success is measured.

The mid-19th century marked a horrid period in the American racism history. This period is often referred to with a lot of in-depth racial discrimination as well as oppression. Additionally, it is in these periods that terms such as ‘Yellow peril' were coined (Greenberg, Edward & Benjamin 66). The term was used by white nativist with reference by to Asians. On the contrary, it is often thought that if the perilous group of the foreigners were allowed to continue with their stay, there would have been a significant continuation of foreign cultures as well as unassailable traits.

Built up in 1851, University of Minnesota is a non-advantage open propelled training association arranged in the urban setting of the little city of Minneapolis (people range: 250,000-499,999 inhabitants), Minnesota. This establishment has also branch grounds in the going with zones: Crookston, Duluth, Morris, Rochester. Definitively authorized/saw by The Higher Learning Commission of the North Central Association of Colleges and Schools, University of Minnesota (U of M) is a broad (selection range: more than 45,000 understudies) coeducational propelled training establishment. School of Minnesota (U of M) offers courses and activities provoking officialy saw propelled training degrees, for instance, student assertions/affirmations, four year

EFASC especially recognizes the important role that minority-led nonprofits have in serving youth in their communities and want to support these organizations and others that offer innovative and proven ways to develop children’s skills in education, creative and cultural

While at Xavier, I continued my passion for service by gaining leadership positions in various organizations, including the Students Government Association; African Students’ Association; Black Students’ Association, and

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of