Asian F Definition

In the short works “Somnambulist” and “How Not to Get into College: The Preoccupation with Preparation” the subjects both strive to achieve extrinsic happiness rather than enjoying themselves to achieve intrinsic happiness. Heron Jones and Alfie Kohn both try to convince people that, society puts too much emphasis on extrinsic motivators as a means for happiness; however, this pursuit of extrinsic motivators that people engage in never results in happiness, and instead produces unfulfillment. Jones and Kohn try to get this message across by explaining that facets of society—educators and corporations—emphasize the mentality that extrinsic motivators are the means of happiness; in fact, the pursuit for extrinsic happiness does not produce intrinsic

The works “Somnambulist”, “How not to get into College: The Preoccupation with Preparation”, and “Enjoying the so-called "Iced cream": Mr. Burns, Satan, and Happiness” imply that in today’s society, individuals are valuing extrinsic happiness to a greater scale compared to their value of intrinsic happiness. Authors Heron Jones, Alfie Kohn, and Daniel Barwick suggest that individuals need to place a greater value on intrinsic achievements rather than extrinsic achievements within their lives as extrinsic fulfilment leads to momentary happiness, compared to the positive long-term effects of intrinsic fulfillment. The problem begins with individuals focusing and making decisions based on extrinsic rewards such as: grades or a paycheck. Secondly,

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

The schools I went to before third grade had a strong Asian population. Asians were the majority; there were rarely any non-Asians in those schools. During that time, I was allowed to stay innocent and uncaring of what others thought of me. It was a pity those golden days couldn’t last longer. The school I transferred to for the remainder of my elementary education had an extremely low Asian rate. In fact, you could have listed all the Asians in the school with only one hand. With little to none Eastern Asians, my parents pushed me to work harder. Unbeknownst to them, they were trying to mold me into the stereotypical smart Asian. The changes were subtle at first since they

However, the incessant hovering and excessive involvement from Asian parents can add tremendous pressure and stress onto young Asians. In the Daily Collegian News, Penn State sophomore Trevor Hsu expresses, “It puts pressure on Asian [students] themselves to fit that stereotype…they can feel that they let themselves [and their families] down because they have not achieved the level of excellence that the stereotype has set.” (qtd. in Dailey). Because they feel guilty and shameful, many Asian students are reluctant to admit to their parents and teachers that they have difficulties with class works and assignments as much as their non-Asian classmates and consequently, they do not received the support they need to improve their performance.

As someone of Asian race, but adopted into a white suburban family, it has always been hard to reconcile the two. Growing up I never saw myself different than my primarily white classmates. Only when kids, mostly strangers, would sometimes pull their eyelids back or spoke pseudo-Chinese in an attempt to imitate Asian culture in middle school did I realize that I was different on the outside did I begin to understand that the

The Asian group has strong standards regarding academic success. The United States Census Bureau reported that the percentage of Asian Americans to possess a bachelor’s degree or higher increased by 54% which shows a significant increase within the past 20 years (United States Census Bureau, 2016). Throughout much of Asia, children are taught at an early age to believe that education is the only path to success. While they are a distinct minority, their indicators of success in terms of education and future income occur because of the unique style of parenting which is based on the belief of the philosopher Confucius. Within their culture, they are taught to work on self-perfection which will help them achieve self-improvement in qualities such as diligence, determination, and concentration (Seal, 2010). Parents, family members, and their community assume the responsibility for teaching and disciplining children. Furthermore, they instill the belief that a child’s achievement or lack thereof is a direct reflection on the efforts of the entire family and community (Chen & Uttal, 1988). These types of demands coupled with academic

As a result of society’s pursuit of extrinsic happiness, society is left feeling unfulfilled and lacking intrinsic happiness; Jones argues that because of our everyday routine we are not taking the time to properly think about the impact we are having on our intrinsic happiness while Kohn argues that students’ preoccupation with preparation for their post-secondary education is not allowing them time to reflect on their intrinsic happiness. In the pursuit of extrinsic motivators, society often ignores what gives them intrinsic fulfillment; it may be because of one’s school schedule - and their obsession with preparing for life - or society’s busy work schedule that contributes to this. In How not to get into college, Kohn explains that students are “ignoring- or perhaps, by now, even forgetting- what they enjoyed doing” (Kohn 7), while this is happening Jones states that their parents are ”Killing the overtime ‘cause the dream is [their] life, refusing to take holidays or go home to [their] spouse”(53-54). Jones and Kohn argue that society is ignoring their intrinsic happiness

This was mainly due to the fact that within Asian households, the children are raised and taught in a completely different manner than an American household even though I was born and raised in Philadelphia. However, I was raised both by Vietnamese standards of discipline and respect without questioning authority, whilst also being raised on American

In addition to the differences I learned about, I also learned about a lot of similarities. Chinese

I am a girl with two heads. At home, I wear my Chinese head, in school I wear my English head. Being an Asian, or Chinese, as it is commonly referred to, my culture plays a key role in the development of who I am and what I do, my personal identity. An identity is the distinguishing character or personality of an individual. Parents are often one of the key factors of this culturally developed personal identity.

Up until last year I always tried to hide my chinese culture. Now I actually think that my ethnicity is really interesting and I would not trade it for anything in the world. In Salem, there are not many Chinese people and especially not many half chinese people such as myself. I only know two other people like myself and I love being with them. Even today, I always feel kind of like the odd one out. When I am with white people, like my friends or family, I feel super chinese and with Chinese people I feel extremely white. On my either sides of my family I never felt like I belonged because they have a really strong white or Asian culture to them. Being a multiracial human is so special to me and because I travel regularly, getting to see other multiracial people is so heartwarming and thrilling at the same time. (Making a

American's success is exaggerated to a great extent, and does not fit the "model minority" most

To some people this is not be viewed as a stereotype due to the fact it is not instantly perceived as “negative”; for those readers who delve in deeper, this stereotype outlines the educational daily hidden pressure of people from Chinese descent whom do not fit this “positive” stereotype. Every day, especially in American society, classmates look to their Asian counterparts to provide the answers to questions they do not know in every subject they take. Nonetheless, this ridiculous assumption hurts the Asian students that do not feel comfortable with their intellectual abilities. Placing Asian students as the “model student” excludes the students who actually have problems and need help that other classmates are reluctant to give the students simply because their classmates do not view helping their struggling Asian classmates as an actual necessity. By “poking” fun and bringing into light both Asian stereotypes, Yang enforces view that stereotypes are in use today.

The Pew report on Asian Americans is one physical manifestation of the Asian model minority myth- the belief that all Asians are educated, wealthy, assimilable, and submissive. The model minority myth which was actualized during the World War II has since evolved to be more than a stereotype. For many Asian Americans, it has become a tangible barrier, barring disadvantaged Asian Americans equal access to social programs and educational opportunities. The myth has grown to become so influential, so pervasive that it has manifested itself in the discourses on legal policies such as affirmative action and in the rhetoric of the pseudo statistical Pew report. Racism is far from being over; it has taken on new form-praise and laudation- to justify rejection of aid to underprivileged people. The Asian model minority myth has stripped Asian Americans of their diversity and homogenized them as a privileged, educated community. As a result, Asians have