My Experience As A First-Generation Asian-American College Student

Chapter one of the The Contemporary Asian American Experience: Beyond the Model Minority, provides a great overview of the Asian American immigration history to U.S. and the aspects leading to the arrival of refugees from Asian countries. Since the early 1800s, hundreds of thousands of Asians have been migrating to America. As with many other immigrants, they were viewed as low class workers. Asian immigrants had very dangerous and low paid jobs that the majority of whites did not want to do. As a result, many white employers took advantage and exploited them. What strikes me the most is that Asian Americans participated in very important jobs but they were not recognized for their crucial contribution to the prosperity of the United States.

My childhood was split over two different and unique cultures. This special upbringing presented me with challenges that lead me to continually reflect on my life and identity throughout my childhood. I had to adapt to different educational systems as my family moved back and forth between Syria and the United States. However, that only motivated me to work harder and seize the opportunities that surrounded me at every point of my life. I learned to treat obstacles and hardships as chances for growth and development.

Modern Day example would include the “English Only Movement” and the “reverse quotas for Asians in college admissions” (Ngai, p. 67). The limitations of Asian access to postsecondary education is troubling because they are amongst some of the brightest American citizens, especially when using measures of college readiness benchmarks used for college admissions. For example, Asian Americans taking the ACTs during high school scored higher on math and science portions than any other recorded racial group. In an economy where science, technology, engineering and mathematics

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.

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 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 the appearance of Asian American students on college campuses become more prominent, the need for cultural competence and inclusiveness is higher than ever. Being aware and knowledgeable about the matters in the Asian American community can provide these students with well-equipped tools to help them succeed in higher education.

Growing up as a first-generation college-bound Hispanic woman has proven to be a difficult journey. Both of my parents left their home countries at a young age and came to this country without any ideas or real opportunities on where to begin. At a young age, I have been taught that having a higher education is the key to having a successful and plentiful life. However, the journey towards achieving my dream of receiving a higher education has been filled with moments where I have challenged the stereotypes about getting pregnant and dropping out of high school, facing my grandma’s unexpected illness that affected me both academically and mentally, and the challenge of being a first generation college bound student in my family.

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.

There are many challenges that first generation students face in pursuit of a college degree:

Turmoil and survival. I am a child of genocide survivors. My parents have shared with me stories of what they saw as children running towards the Thai border from Cambodia as they were fleeing from the Khmer Rouge. They left their homes and came to America for a better life. Their stories gave me courage to survive my own turmoil. They always told me to focus in school and do well so I can be successful. However, school was not the easiest thing for me. I’ve always struggled and there were multiple times where I just wanted to give up. I was bullied in 8th grade which caused me to go into a depression. This caused me to give up on life in general. What kept me going were my parents’ stories. While my parents had their journey dealing with their experiences, I have had to deal with experiences in my own way as well. As a result of my self-realization, I began to my journey of rediscovery. I was determined to take back my life. Along the way of my educational journey, I learned that I am just like my parents who never gave up. Throughout my high school experience so far, I discovered what it means to persevere as a student with bad teachers.

As a current Retention Specialist, for the College of Engineering and Computer Science (ECS), I have mastered group counseling. For instance, I have conducted over 100 academic advisement workshops. Aside from holding group counseling, I have prevented ECS Hispanic and Black American students from dropping out of California State University, Fullerton. Nonetheless, I am the face of a first-generation scholar who can relate to some challenges first-generation college students’ experience. These challenges may entail, working while pursuing an advanced degree, culture shock with the university environment, and overcoming learning disabilities. Remarkably, I have surmounted obstacles such as having a slight Reading Disability and successfully completing remediation courses during my freshman year in college.

Struggles of Finding One’s Identity In the essay Growing Up Asian in America by, Kesaya E. Noda talks about finding her identity. Noda starts the essay by stating how the identity she was given was not one she received through her own personality and actions. Rather, society quickly gave her an identity with its own respected stereotypes due to the color of her skin. Society “hurtled” this identity at her with an expectation that she fulfill the attributes characterized with an Asian American.

The aim of this research is to look into the experiences of young Asian men within the educational system. When young people are going through the transition of leaving primary School to begin secondary it can be a very daunting experience, this is where young people leave friends behind and teachers that have played an important role in their lives to now go onto to build new relationships with friends and teachers. The objective of this is to explore the experience of two Asian young men who attend a main stream school and how the recognition of themselves can affect their achievement whilst at School.

International students are often the racial majority in their country of origin, and have never faced being a minority before. As such, many international students have not yet developed coping mechanisms for being a member of a minority group (Yang, Maddux, & Smaby, 2006).