An article published by John McClure, Luanna Meyer, Jessica Garisch, Ronald Fischer, Kirsty Weir and Frank Walkey in 2010 highlighted that whilst “research has found a relation between motivation and attributions for success and failure” few research studies have elucidated the relationship of attributions to possible cultural differences and school achievement (McClure et al., 2010). This statement and others similar in nature proposed by Lefcourt, von Baeyer, Ware and Cox (1979), Yan and Gaier (1994), Bochner (1994), Heine et al. (2001), Kudo & Numazaki (2003), Mezulis, Abramson, Hyde and Hankin (2004) and Koenig and Dean (2011) led to the present study being conducted to further evaluate the true effect of the self-serving attributional …show more content…
In their paper entitled ‘Is There a Universal Positivity Bias in Attributions? A Meta-Analytic Review of Individual, Developmental, and Cultural Differences in the Self-Serving Attributional Bias’, Mezulis et al. focussed on the magnitude, adaptiveness and ubiquity of the bias and found that nearly all samples included the bias with those within the child and older adult age groups showing the largest …show more content…
The study used a sample of 358 undergraduate students who were all presented the MMCS. The results of the study found that American, Chinese, Japanese, Korean and South East Asian participants reported a pattern of effort, ability, task and finally luck for both their successes and failures and that the ‘self-serving bias’ was only supported for the ability attribute. The results also showed that whilst American students credited achievement more significantly to ability than their Asian counterparts as well as more strongly believing that effort was more important for success than lack of effort for failure, Asian students recognized effort as equally important for both success and
For many researchers, the notion of Asian students are hereditary more intelligent than other race groups as believes by Arthur Jensen, an educational psychologist, is not a valid explanation for why Asian students perform better than their counterparts. While it is evident
In the story “The Trouble with Talent: Are We Born Smart or Do We Get Smart?” by Kathy Seal explains the difference between Asian children and American children’s work ethic. Kathy explains the school systems in china work differently due to the fact that America has the idea that children are born with a set I.Q. while Asians believe that your intelligence is determined by hard work. The author of this story’s purpose is to persuade the reader by proving her thesis that intelligence is gained through hard work. She does this by using a multitude of valid evidence, having a strong thesis, and connecting with the reader though reader oriented language. The pattern of this essay is clearly a compare and contrast because the author looks at the difference between how Asian and American children are taught. She makes a strong point using the compare and contrast method by providing the reader with valid information on the American and Asian sides to point out that being smart happens though hard work and determination. Seal organizes this compare and contrast by making a point to point analysis of Asian and American culture.
Implicit bias plays a significant role in today’s society, whether the members realize it or not. The online Stanford Encyclopedia of Philosophy says,” ‘Implicit bias’ is a term of art referring to a relatively unconscious and relatively automatic features of prejudiced judgement and social behavior” (Brownstein 2015). Implicit biases are often based on stereotypes. Stereotypes, as defined by OpenStax, are “oversimplified ideas about groups of people” (OpenStax College 2015:248). Implicit biases can be problematic for many reasons. One way implicit biases are troublesome is due to the fact that it is unconscious, so it is usually out of a person’s control. People are often unaware of their own and how they use it. A very common way implicit biases are seen in society is through discrimination. Discrimination is defined as “prejudiced action against a group of people” (OpenStax College 2015:248). If a man and a woman are considered as potentials for being hired, the employer may have an implicit bias either towards or against men or women influencing them to hire one over the other based on their gender. This exemplifies a modern concern of gender discrimination as well. Implicit biases can come in many forms from gender, race, weight, sexuality, and many more. These factors can influence an individual’s treatment of others if they have significant bias. In society, these implicit biases can negatively influence minority and other groups and lead to inequality.
In the ways of the world it is easier to make assessments about people or objects based on a quick observation. For instance, almost everyone has heard the clique saying “Don’t judge a book by its cover.” This is a perfect scenario where looking at just what is holding the book together a decision is made on whether the book will be picked to read. In the same ways individuals tend to judge each other. Unfortunately, when quick judgments are snapped about a person or object the observer is missing out a bigger picture. This is defined as the fundamental attribution error. For example, a person kicking a vending machine over and over may not have an anger management problem. Although, the observer may make this assumption as they walk by not
While it is one view that all students lack work ethic it is the view of Patrick Welsh a teacher at T.C Williams High School that not all children lack work ethic. He says that his “American students lack motivation, self discipline, and work ethic, unlike immigrant students who he says work hard in school”(Welsh,Patrick. “American Kids Are Unmotivated”). He says that in his experience “young americans blame their teachers, not themselves, for the bad grades they receive when they do not put effort into their work”(Welsh,Patrick. “American Kids Are Unmotivated”). The students chose not to work hard and the grades they receive reflect that but parents and students decide that it wasn’t there fault it was the teachers. When really they are not working hard in class. When kids were asked what the most important factor in their performance in math is “the percentage of Japanese and Taiwanese students that answered studying hard was twice that of Americans”while American students named native intelligence, and some said the home environment. But a clear majority of U.S. students put the responsibility on their teachers. A good teacher, they said, was the determining factor in how well they did in math” (Welsh,Patrick. “American Kids Are Unmotivated”). This shows that American students have lost their work ethic. However this also shows that not everyone has lost their work ethic as the Asian students still value studying hard which is a value that many American students have
Everyone feels pressured to excel in school, and this is especially true for Asian American students. The stereotype that all Asians are smart is a common label that defines the model minority stereotype. It consists of Asians being labeled as one group where they are all intelligent in the sense of being naturally good at math, science, and technology, as well as being hard-working, self-reliant, uncomplaining, and never in need of help from anyone (“Model Minority Stereotype”). This racial stereotype has an adverse influence on college admissions, increases academic struggling, and raises mental health issues. Although the model minority stereotype may seem positive because it portrays Asian Americans as geniuses, it is actually quite harmful.
Asian-American students from widely divergent backgrounds have tended to be grouped together under the “model minority” stereotype. In result, a misconception that Asian students are conscientious, brainy and successful made teachers became in unattentive to those Asian-Americans who we may label them as unsuccessful groups.
The negative effects of the model minority myth and stereotypes are also evident in secondary and post-graduate education. Research shows that the false representation of Asian students has evolved into the inaccurate view and additional stereotype that Asian students achieve their success through dishonest means and threaten the success of their academic peers (Suzuki, 2002). For example, the increased profiling of Asian students in higher education has resulted in directly adverse learning environments that place additional negative views on their success (Yeh, 2002). Numerous
Being good or proficient in school activities or subject for Asian children, not only symbolized how hard the child works but also betray among his/her family and the environment surrounding it. Asian parents do not make excuses for their children's failures. Family members are encouraged to do their best because failure would bring shame and embarrassment not only to them personally but to their whole family. They don't blame the teacher, the school, or the system. They just hold their child responsible for his/her academic achievements. Asian American students are positively stereotyped as smart, high-achieving and hard working. Childrens are abiding by social rules of their Asian culture. Therefore, they are likely to be placed in competitive
If Asian students are regularly viewed as instant successes, there is therefore less justification for assisting those struggling in the system. The result may be "neglect, isolation, delinquency, and inadequate preparation for the labor market among those students" (Stereotypes of Asian American Students, Kim).
Warne, R. T., Yoon, M., & Price, C. J. (2014). Exploring the various interpretations of “test bias”. Cultural Diversity And Ethnic Minority Psychology, 20(4), 570-582. doi:10.1037/a0036503
Amy Chua takes a “Chinese” approach to child rearing. At the epicenter of this parenting model is the drive for success. She states: “What Chinese parents understand is that nothing is fun until you’re good at it” (Chua2011). This attitude is shown in her views of academic success. Chua states: “Chinese parents can order their kids to get straight As. Western parents can only ask their kids to try their best. Chinese parents can say, "You 're lazy. All your classmates are getting ahead of you" (Chua 2011). Hanna Rosin by contrast takes the “Western” approach on her views of academic success. In fact she makes the statement: “What privileged American children need is not more skills and rules and math drills. They need to lighten up and roam free, to express themselves in ways not dictated by their uptight, over-invested parents” (Rosin 2011). Hanna Rosin does not believe that success is not important in children’s lives; however, she does
The findings reveal that Asian American students’ cultural orientation is a significant contributor to their academic achievement. Asian Americans put strong emphasis on efforts whereas white students see academic abilities as an inherent characteristic that cannot be improved through efforts. Further, the immigrant self-selection and optimism for future success among Asian American students and their parents contribute to their exceptional outcomes. On the other hand, they did not find any significant differences between Asian American and white students’ cognitive abilities. Socio-demographic characteristics in Hsin and Xie’s analysis had limited explanatory power for Asian Americans’ superior academic achievement. The authors claim that such lack of significance of socio-demographic characteristics is due to socioeconomic variation within Asian Americans. While they do not completely reject the significance of socio-demographic factors, Hsin and Xie fail to consider how Asian Americans as a group exhibit exceptional academic performance despite with-in group variation in socio-demographic
The authors explain that “fundamental attribution error” is when people focus too much on individual traits rather than the “situational factors in affecting behavior.” What seems to be the case is that “fundamental attribution error” is main problem with Ross and Nisbett’s piece. They tried to focus too much on the logical side of things while entirely disregarding the human factor in their
The article I chose was “What’s not being said about implicit bias and how it shapes our reality” by John A. Powell. I chose this article because it offered me more information on how biases affect society, for example, it mentions an occasion where biases affected policymaking. It also provided me an insight on what well-known members of society think about biases. Moreover, it mentioned a few techniques one can implement in order to diminish unconscious biases. It provided me with more scientific evidence than Verna Myers’s TED Talk on the subject of biases. Now, thanks to this information I will be able to expand on the ideas stated in the previous essay regarding biases.