Reasons For Asian High School Students

For example seeing that Southeast Asians have the highest high school dropout rate (Le, 2011), we find it is due to the lack of resources available. This Summer Bridge program will address the issue of how the model minority myth that exists is actually not true and provide opportunities for Southeast Asian Americans in their college decision process. Furthermore, the Summer Bridge program will specifically help high school students who are in junior or senior year standing to get into four year universities. The program will start in the summer going into their junior year. They will direct target high schools that come from low socioeconomic backgrounds and have the lowest graduation rates and have the most Southeast Asian American backgrounds. The Summer Bridge program will be made up of three pathways, which will be counseling, outreach, and internship

Similarly, another resource within the knowledge center on the website, is Competencies. These competencies are listed on the website as a resource to supply a guide for counselors and other helping professionals within the field to ensure that they are adequately and ably serving, working, and advocating for clients from different populations (cite). There are a variety of competencies to consider. The competency that was examined in this paper was Competencies for Counseling the Multiracial Population, which was published in March 2015 (cite). These competencies are extremely helpful for new counselors and even seasoned counselors that need to brush up on ways to serve their clients from various backgrounds. This resource helps the counselor utilize their sessions with their clients with respect to their background while still adhering to ethical standards. They are constructed in a way that the information is organized in accordance with the Council for Accreditation for Counseling and Related Educational Programs (CACREP) Standards eight common core areas (cite). For example, in the Competencies for Counseling the Multiracial Population document, it discusses the languages and definitions that could be used in a session with multicultural individuals such as when dealing with interracial couples, multiracial families, or transracial adoption (cite). The document then goes on to list standards and objectives, which are

The journal article examines the teaching of multiculturalism as a discipline in the counseling field. No other field of study is more affected by multiculturalism then the field of counseling. “In the study research appears to confirm the importance of attending to cultural concerns in the therapeutic process as well as the efficacy of multicultural training approaches in the establishment of multicultural counseling competence”. (Fetzer, 2016) Further research also shows that racial group membership and racial identity of the student impacted engagement in multicultural counseling.

As Hmong students entered the educational system, many Hmong students struggled to perform well in school and had difficulty understanding the English proficiently. Additionally, Hmong students also did not receive academic support at home because many Hmong parents had no formal education, thus they are unable to help their children. The review of the literature also revealed that adjusting to the American culture while trying to preserve their traditional Hmong culture was challenging for many Hmong students. The literature review also stated that Hmong students were one of the poorest immigrant groups in the United States. The findings from the literature also provided a list of strategies and factors to promote, support, and improve the educational achievement for current and future Hmong students.

“The American Dream,” a phrase that every immigrant is familiar with. What that looks like is different to each individual. Often, immigrants come seeking a better life or they are refugees that were forced to leave their country under extenuating circumstances. Such is the case of the Hmong people that emigrated to the United States. This essay examines their culture, their reasons for relocating to the U.S., the cultural conflicts they face, and some solutions for providing Hmong students with the support and resources they need.

3. Frances C. Shen. (2015). The Role of Internalized Stereotyping, Parental Pressure, and Parental Support on Asian Americans' Choice of College Major. Journal of Multicultural Counseling & Development, 43(1), 58-73. doi:10.1002/j.2161-1912.2015.00064.x

This misconception can lead teachers to assume Asian-American students do not need academic or emotional support. In fact, there’s a huge academic achievement gap within the Asian-American students. According to Leung Asian-American students are excelling and dropping out of high school. For those who were academically struggling, the model-minority stereotype adds more stress and pressure to perform. In result, it makes students reluctant to ask for

Ongoing efforts to remedy inequities in counseling practices continue. One way is to train multiculturally competent counselors who are aware that a “one size fits all” approach is not effective for a diverse population of clients (Gerig, 2014). The American Psychological Association created a task force focused on

Over the course of this quarter, we have gone over a variety of counseling methods that can help a professional become more culturally competent. Multicultural counseling focuses on helping culturally diverse individuals work through their pressing issues and help them adapt to their new environment. Individuals coming from different cultural and ethnic backgrounds respond differently to therapeutic methods and using a single approach to counseling does not always work. Competent counselors need to take into account each client’s cultural backgrounds, biases, and traditions. In the duration of the class, we have gained insights on how power, privilege, and difference affect our daily lives and we have had the opportunity to reflect on the topics discussed in class affect our lives as well. In this paper, I will discuss these topics, as well as personal growth and areas for future growth in seeking multicultural competence in counseling.

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).

It is important to be aware of one’s limitations, weaknesses and strengths in the delivery of counseling services. Taking into account the cultural values of the client, the support systems and the client’s view of the key parts of his or her makeup (the history of the client) are culture specific (because someone is of the same race does not mean that values will be the same) and does not discount the individual. Sue et al reminds us that multicultural counseling competency looks beyond racial and ethnic minorities and also includes disabilities, sexual orientation, age, and other special populations (Sue, et al, 1992).

Since I was a child, I would hear the story about how my parents were forced to flee from their country due to the Vietnam War. They were always open about their struggles assimilating into the American culture, and in order to minimize the cultural shock for my siblings and I, they chose to live in a Vietnamese enclave in Orange County. As a first-generation Chinese-American, I had the privilege to be part of a family decorated with a multitude of Chinese-Vietnamese traditions and celebrations. It was when I began to attend high school that I realized that I was a minority and with that label came bias among my peers. As I began to feel that I had mastered the challenges of high school, college began to loom ahead of me. It was then I saw how the advantages my affluent peers had could make a huge difference in one’s future. Even though neither of my parents obtained a college degree, they always encouraged my siblings and I to pursue higher education. Unfortunately, due to financial constraints, it was up to us to figure out how to make our dream come true. Being awarded the Mithun Scholarship for academic excellence was one of the many tools I would use to overcome this barrier. College gave me the opportunity to better learn how to budget, time manage, and be self-sufficient. My drive and work ethic gave me the invaluable opportunity to pursue a college degree.

The American Dream, a belief that draws immigrants to the US with the hope being able to work hard for a better life. One of the groups that believe in this dream are Asian Immigrants. Children of these Asian immigrants have a unique expectation to live up to. Their parents came to America in search of a better life, so they are pushed to achieve this desired life. Joy Luck Club by Amy Tan exposes this expectation through the stories of the character’s childhoods. But in the real world, these standard push Asian students to the top of their classes and centralized Asian student goals around their grades. Some parents, for example, Amy Chua, have an even higher expectation for their children. “Why Chinese mothers are superior,” tells of the stereotypical tiger mom, who expects the most of their children, excelling them even further into the vision of the American dream. But even with all the excellence the Asian students emits, university acceptance is another story. Articles like The model minority is losing patience in the Economist and “Justice Department investigating Harvard’s affirmative-action policies” by Susan Svrluga and Nick Anderson discuss the disadvantage Asians have when applying to the top universities. With so many Asians prospering in school, the racial quotas universities are suspected of having increase the difficulty for an Asian to be accepted. Because even though Asian students tend to be more hardworking and dedicated to education than other races,

This e-book provides not only educators but administrators and policymakers who influence all levels of higher education with deeper understanding of how the varied experienced of histories of Asian American students escape an easy categorization. The monograph is divided in five chapters, each dealing with an important element necessary to understanding Asian Americans in higher education. The first chapter offers a historical review of the concept of model minorities and how that relates to the experiences of Asian Americans. The second chapter discusses how Asian Americans have achieved various educational milestones. The third and fourth look at the administration policies in relationship to Asian Americans, and the research of the college

Multicultural issues and a sound multicultural practice are essential as a counselor. Ethically a counselor must be open to multiculturalism and open to further education to expand on the knowledge of diverse clients. Ultimately, the world, regions, states, counties, towns, and cities all have culture of some sort that is different from our own. I intend on furthering education to heighten awareness of different cultures than my own and reduce the adherence to tunnel vision.