Impact Of Technology On Asian Students And United States Students

By the time students in Britain and the United States are in eleventh grade, their Chinese counterparts are three years ahead in Mathematics. The documentary-television show on the BBC, “Are Our Kids Tough Enough? Chinese School,” hopes to investigate whether the Chinese method is truly better. In the process, the program highlighted major differences between Western style of education and the Chinese way. Chinese teacher Yang Jun states at the beginning, “Discipline is very important, without discipline you don’t learn well.” The theme of discipline of Chines students to study versus motivation of Western students to learn is a common theme throughout.

Chinese parents emphasize the importance of high academic performance and have high expectations on their children. According to Chinese Culture & Parenting by Alexis Jenkins, Chinese parent’s raise their children with the idea that a high academic performance and participation in other over achieving activities will give a positive image to their family. Thus, they raise their children to take an overwhelming amount of challenging courses and participate in extracurricular activities. The difference with American parents is that they encourage them instead of forcing and expecting to achieve a high academic performance (Choi “How Cultures around the World Think about Parenting”). As previously stated, American families will use encouraging words in order to motivate and show their children that they are doing great in their academic performance.

Throughout this course, a new perspective has provided us with the opportunity to take a look at many of the different ways in which the digital world has become one of the most dominant viewpoints of today’s generation, and how technology has taken over and welcomed itself into many aspects of our lives. This course paper will take a look at one topic of interest in particular, which in hopes will shed some light on a heavily discussed topic in the education world: does technology help or hinder the student. This paper will look to prove the point and discover more about the way in which technology has been incorporated into the classroom, both in an elementary context as well as a post-secondary context, and the effects that it has had on the student, the teacher, and the overall academic development that accompanies it.

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 one study of 50 Western American mothers and 48 Chinese immigrant mothers, almost 70% of the Western mothers said either that ‘stressing academic success is not good for children’ or that ‘parents need to foster the idea that learning is fun.’ By contrast, roughly 0% of the Chinese mothers felt the same way. Instead, the vast majority of the Chinese mothers said that they believe their children can be ‘the best’ students, that ‘academic achievement reflects successful parenting,’ and that if children did not excel at school then there was ‘a problem’ and parents ‘were not doing their job.’ … Chinese parents spend approximately ten times as long every day drilling academic activities with their children. By contrast, Western kids are

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.

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

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

The source of this discourse can be attributed to global biases and stereotypes of Asian American students. Asian American students are stereotyped for being model students when it comes to education. Most of this academic achievement has been attributed to Asian cultural values that promote educational endeavors. Culture is a major explanation for achievement differences. The article,” Asian-American educational achievements: A phenomenon in search of an explanation” states, “demands and expectations for achievement and upward mobility, induction of guilt about parental sacrifice and the need to fulfill obligations” (Sue, S., & Okazaki, S., 2009), implying that those are key contributors to why Asian families promote educational achievements.

Asian Americans view education as essential to improving their lives and securing their children’s financial success (Kim, 1993). They view education as the only viable pathway to achieve upward mobility because they perceive limitations in non-educational pursuits (Sue and Okazaki, 1990). This notion is reflected in educational statistics, as Asian Americans are considered the fastest-growing, college-going racial group in the nation (Teranishi et al., 2004). Despite valuing education, however, many Asian Americans do not pursue a career in education, and one of the factors contributing to the lack of Asian American teachers in K-12 education is intense pressure from parents. In a pilot study done by Chang (2007), 18 first-generation Asian

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

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

Three technology tools that can enhance student learning and address individual learning levels, as well as cultural styles when dealing with the content of equations, are (a) gamify various equality statement through puzzle and repetition, (b) a social based activity utilizing equations, and (c) creating a narrative about the topic of equations.

They are more involved with their studies, and take them more seriously. This is because the parents of the Asian children take the child’s education the a higher degree, and do not except lower than when they believe their child can achieve; mover, the parents of Asian-Americans expect more from their young. This is mentioned by Hsin and Xie in their paper ‘Explaining Asian Americans’ Academic Advantage Over Whites’, “It is widely documented that Asian-American parents hold higher educational expectations for their children than white native-born parents. Also in contrast to white American parenting, some scholars argue that Asian-American parenting fosters greater interdependence and collectivism within the family, which helps Asian-American parents to more easily inculcate values such as high educational expectations and strong work ethic in their children” (Hsin & Xie,