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Just because we are Asian, everyone thinks we must be good at math.
People think because I am Asian, I shouldn't be fluent in French.
Also, I shouldn't be good at or aggressive when it comes to sports because I am a female Asian.

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Hierarchy being reinforced in labour expectations, academic expectations, distribution in different professions (ex. more doctors. Basically stereotypes?

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frequent discussion of high marks within our classes (not good enough). How do other students perceive this? How do we as staff step in when we hear this?

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frequent discussion of high marks within our classes (not good enough). How do other students perceive this? How do we as staff step in when we hear this?

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everyone is okay because they do well in school

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Any minority has the pressure to work harder to assimilate out of reality vs stereotype, which can reinforce stereotypes

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High expectations generalized to all Asian students

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Need to focus on students as individuals, not as groups

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Need to focus on students as individuals, not as groups

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If we try to get them to not focus on marks - they respond with high pressure of getting into uni programs

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If we try to get them to not focus on marks - they respond with high pressure of getting into uni programs

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we make assumptions that because students do well at school they are fine...socially/emotionally.

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We can’t make assumptions that students come from a wealthy home because they live in the area.

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high achievers, obedient, compliant, law abiding and well educated

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high achievers, obedient, compliant, law abiding and well educated

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Making sure to not assume that a student will be good or bad at something just because of their cultural background.
Understanding the mindset and bias of the parents in our community and how that affects the students we teach.
How can we educated our students to understand their parents.
Educating parents on how their mindset can negatively affect their students.

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Changes our expectations of our students, especially with behaviour and academics.  It changes our baseline and so we treat and expect with different standards.

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Do our expectations change?

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Does it not come down to attempting to treat everyone as an individual rather than as a "group"?

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What are we valuing when we give out certificates etc that only look at highest marks in courses?

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What are we valuing when we give out certificates etc that only look at highest marks in courses?

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Challenges of differences in the classroom

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Challenges of differences in the classroom

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We have noticed issues with how students respect each others ways of expression and learning - there can be a misunderstanding between groups - e.g. when students are quiet others assume they are being compliant.  Also differences in how students learn and behave in class has caused tension between different groups.

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professional practice: service academics to the detriment of focusing on the whole child (mental, emotional and social needs of students and families are often overlooked)

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professional practice: service academics to the detriment of focusing on the whole child (mental, emotional and social needs of students and families are often overlooked)

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Important to be aware of your biases

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Be aware of your biases so you can counteract these biases in your practice.

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Be aware of your biases so you can counteract these biases in your practice.

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by elevating one group, another group is put down

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by elevating one group, another group is put down

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Internalization of the cultural expectations and stereotypes as their identity

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The model minority theory can cause us to make assumptions or to stereotype students based on their cultural background, if they are part of this "model minority" group, or if they are not, to make negative assumptions

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Rules in the home have stayed the same for generations

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Rules in the home have stayed the same for generations

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divisiveness and perpetuation (some are high achievers and others are not) - drive vs laziness

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divisiveness and perpetuation (some are high achievers and others are not) - drive vs laziness

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The struggles of one group can also be the struggles of another

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The struggles of one group can also be the struggles of another

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further marginalizes black and indigenous students because it works to embed the false notions that these two groups are criminals, lazy and stupid

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further marginalizes black and indigenous students because it works to embed the false notions that these two groups are criminals, lazy and stupid

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"Silent" asian students who refrain from asking for help from teachers or administrators due to the fear of being exposed as non-compliant with the model minority expectation.

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"Silent" asian students who refrain from asking for help from teachers or administrators due to the fear of being exposed as non-compliant with the model minority expectation.

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We have to cause students to reflect on how phrases such as “Asian fail” and “Asian 6 pack” causes divisio

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Different expectations and competition for our school, resulting in comparisons between groups- which again could replicate the stereotype.  People want to fit in, especially high school

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If they don't fit the stereotype, lack of sense of belonging

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If they don't fit the stereotype, lack of sense of belonging

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Electives suffer re focus on high marks

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Be aware not all students have access to technology/internet in or out of the class. Provide access to technology in class and do not assume access after class.

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Be aware not all students have access to technology/internet in or out of the class. Provide access to technology in class and do not assume access after class.

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There needs to be a required course on equity as a whole in Ontario.

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We don’t see it as applicable to our school.  How do we break the parental high/misinformed expectations is more of our concern- not societal expectations

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Socialization at home impacts our students as well, what we promote at school may not be supported at home.

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Socialization at home impacts our students as well, what we promote at school may not be supported at home.

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Recognize that we are influenced by outside factors.

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Emphasis on preparation as a life long learners and not just have high marks

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We learnt more about the history of where the stereotype originated.
Suggestions for next steps from the presenter are desired, like how to combat this stereotype in our practices.
What can we do?

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What language and message do we deliver and model in our classes? 

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What language and message do we deliver and model in our classes? 

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parent support

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Parent involvement is vital in the success of each student.  Instead of wondering if parents to change their views, we need to learn how to change our way of communicating with families so that we could achieve our goals as educators.

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Parent involvement is vital in the success of each student.  Instead of wondering if parents to change their views, we need to learn how to change our way of communicating with families so that we could achieve our goals as educators.

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Guidance on the next steps please :)

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Would imagine that much of the tension due to many students not being able to meet the "Model Minority" myth.

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We need to understand many students are also Canadian-born Asians who are struggling to find their identities in a secular society raised by traditional cultural norms and values.  With that in mind, we may be more mindful about helping them to develop important tools to succeed in our community.

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We need to understand many students are also Canadian-born Asians who are struggling to find their identities in a secular society raised by traditional cultural norms and values.  With that in mind, we may be more mindful about helping them to develop important tools to succeed in our community.

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Students are often "silent learners", and often struggle academically.  Our pedagogical methods should change to meet these students halfway.  How can we encourage students to advocate for themselves and feel confident about it?

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Students are often "silent learners", and often struggle academically.  Our pedagogical methods should change to meet these students halfway.  How can we encourage students to advocate for themselves and feel confident about it?

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Refocusing our students so that it's not all about the marks.  The importance of building relationships.  Understanding our own inherent biases and also systemic ones.

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Being cognizant of how we treat our students and seeing if a bias or stereotype is making an impact on how we respond/interact with each other/students/families.

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Based on what we learned today, does a split academic/applied class honour the learning needs of the applied students in this class?