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**010010***************************************410************** * Reproductions Supplied by EDRS Are the Best That Canbe Made from the Crigir.Al Document DOCUMENT RESUME ED 211 644 OE C22 036 TITLE The Education of Asian-American andPacific-American Children and Ycuth. ERIC/CUE Urban EiversitySeries, Number 76. INSTITUTION ERIC Clearinghouse cn Urban Educaticr, New Ycrk, N.Y. SPONS AGENCY National Inst. of Education (ED), Washirgtor, D.C. PUB DATE Sep 81 CONTRACT 400-77-0071 NOTE 185p.: For individual abstracts, see UE 022 039-044. EDFS PRICE MF01/PC08 Plus Postage. DESCRIPTOPS *Asian Americans; Chinese Americans; Eccncmic 7actors: Educational Cpportunities; *Educational Status Comparison: Elementary Secondary Education; Filipino Americans; Hawaiians: Higher Educaticn; Indochinese; Japanese Americans; Korean Americans; Minority Groups: *Multicultural Educaticn; heeds Assessment: *Racial Bias: *Social Indicatcrs:Social Mobility: *Socioecencmic Status; Stereotypes;Jnited States History IDENTIFIERS *Pacific Amer5 -ns ABSTRACT This collecticl of essays examines t!-E issueswhich affect the -ecmcational, social, and economicstatus et Asian Americans and Pacific-Asericans. The first paper byElcrence Yoshiwara discusses the historical experiences anddemosnaphic characteristics of Japanese Americans, economic and educaticral stereotypes, and various multicultural and areastudies programs. A concluding section suggests the need forbilingual/ticultural programs and discusses Asian Americanstudies programs at the secondary and university levels. The second paper byKenycn Chan presents on overview of the educational progressof Chinese Americans, focusing on demographic, cultural andlearuirg characteristics. In the third paper by Bok Lim Kim, thefuture of Korean American children and youth isdiscussed in terms cf marginality, biculturality and the role of the Americanpublic school. Educational needs and attitude assessmentof parents and teachers are examined. Federico Marcaranas' paperexamines the socioeconomic issues affecting Filipino Americans.Appendices include information on number of perscns of Filipino originin the United States by place of birth and language characteristics,social indicators of equity in education fcr AsianAmericans, and an outline of educational needs and recommendations. Theremaining papers by Vuong G. Thuy and Bella Zi Bell discuss the currents4atus and educatioral needs of Indochinese and Hawaiiansrespectively. Each paper includes a bibliography.(JCD) ************010010***************************************410************** * Reproductions supplied by EDRS are the best that canbe made from the crigir.al document. ************************************************;%********************** THE EDUCATION OF ASIAN - AMERICAN ANDPACIFIC.JAMERICAN CHILDREN AND YOUTH ERIC Clearinghouse on Urban Education Institute for Urban and Minority Education Teachers College, Colambia University New York, N.Y. 10027 Urban Diversity Series, Number 76 September, 1981 U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organizatron orrginatrng it Motor changes have been made to improve reproductron quality Points of view or opirut ns stated rn this docu ment do not nercessaray represent official NIE positron or policy This publication is one of theERIC/CUE Urban Diversity Series produced by the ERIC Clearinghouse on.Urban Educationunder contract between the National Institute of Education, UnitedStates Department of Education, Teachers College, Columbia University. Additional copies will be available from: ERIC Document Reproduction Service P.O. Box 190 Arlington, Virginia 22210 Its ED iientification number andfull ordering instruLtions will be found i:i Resources in Education, themonthly ERIC abstract journal, or can be obtained by contactingERIC/CUE. This publication was prelarEd withfunding from the National Institute of Education, U.S. Departm f Education, under contract number400-77-0071. reflect the The opinions expressed R publication do not necessarily positions or policles'c Jr the Departure it ofEducation. These papers were commissionedand developed by the ERIC Clearinghouse on altered in content, style Urban Education. The original text has not be published as a collection or format. Final versions of the text will be by Oryx Press, Phoenix, AZ, inthe Spring of 1982. A THE EDUCATION OF ASIAN-AMERICAN ANDPACIFIC-AMERICAN CHILDREN AND YOUTH ERIC Clearinghouse on. Urban Education Institute for Urban and Mihority Ed,tcation Teachers College, Columbia University New York, New York 10027 Urban Diversity Series, Number 76 September, 1981 4 Os TABLE OF CONTENTS 3 1. SHATTERING MYTHS: JAPANESE AMERICANEDUCATIONAL ISSUES Florence M. Yoshiwara 42 2. OVERVIEW OF THE EDUCATIONAL PROGRESS OF CHINESEAMERICANS Kenyon S. Chan 3. THE FUTURE OF KOREAN AMERICAN CHILDREN AND YOUTH:MARGINALITY, 59 B1CULTURALITY, AND THE ROLE OF THE AMF,RICAN PUBLIC SCHOOL Bok-Lim C. Kim 4. SOCIO-ECONOMIC ISSUES AFFECTING THE EDUCATIONOF MINORITY 88 GROUPS: THE CASE OF FILIPINO AMERICANS Federico M. Marcaranas 130 5. THE INDOCHINESE IN AMERICA: WHOAliE THEY AND HOW ARE THEY DOING? Vuong G. Thuy 158 6. THE STATUS OF VATIVE HAWAIIAN EDUCATION Bella Zi Bell SHATTERING MYTHS: JAPANESE AMERICAN EDUCATIONAL ISSUES by Florence M. Yoshiwara Japanese American Curriculum Project San Mateo, California I. INTRODUCTION The historical experiences of JapaneseAmericans are similar, and yet different from other AsianAmerican groups. Like other Asians, their history is marked by severe social, economicand political racism. Their uniqueness, though, stemsetom theirtragic and dramatic internment in concentration camps during World War II.120,000 per A of Japanese ancestry, two - thirds of whomwereUnited States citizens by birth, were interned without due process of law,. HoweNet, twenty years after this traumf,Japanese Americans began Success was defined as to be depicted as "thesuccessful minority." being acculturated, assimilated and financiallysuccessful. They were proclaimed as having higher levels ofeducational attainment and median family incole than other indentifiabie groups. Thic view served to dis- O to guise a number of major social andeconomic prcolems which continued face the group. In 1970, Japanese Americans werethe largest American group num- their growtl has teen bering 591,290. Over the past ten years, however; of considerably less than other Asian groupsbecEsue of the lower rate immigration from the comparativelyeconomically and politically stable Japan. The 1980 Census ranks JapaneseAmericans as third in population behind Chinese and Filipino Americans. This brief discussion will provide a historical overviewof the Japanese Americans, as well as a demographic profile. It will also critique the myth of "the successful minority" andanalyze major educational issues. The conclusion forecasts immediate and futureneeds of JapaneseAmericans in education. II. HISTORICAL OVERVIEW f The History of the Japanese in Americahas always been directly related to the changing relationships between the United Statesand Japan. These relations have had serious implications on thesocial, economic and political treatment of Jape2ese Americans. From the early 1800's the United States sought to penetratelong isolated Japan. In 1853, after two unsuccessful attempts, Commodore 1 Matthew C. Perry forced his way into Japan. An ensuing revolution four- teen years later toppled the TokugawaShogunate, and re-established em- 2 peror rule under Emperor Meiji. Meiji then dedicated .Japan to speedy 3 industrialization and militarizationto meet the challenge of joining the world family of nations. Until 1885, Japan had notallowed its people toemigrate freely. Although isolated grotps had come to California andHawaii as early as 1867 as laborers and students, it was not until an agreementto insurc equal treatment was signed that Japanese wereallowed to emigrate to 4 the United States. Japan was aware of the unequal treatmentimposed wa on Asians both in Asia and inthe United States. The Japanese emigrated to the United States toseek greater oppor- high taxes, tunities. Industrialization and militarization led to military conscription and political turmoil, which many youngmen fl 5 sought to escape. In the United States theyworked at the lowest homes, in paying jobs in agriculture,the railroad, as domestics in gardens, small service businesses andindustry. By July 1894, Japan embarked uponits first foreing war against 6 Russia China over tie domination of Korea. Again in 1905, Japan battled 7 over Port Arthur on theChina mainland. Japan ion both wars, and the world took notice of the first victoryof a non-white over a white nation. These events had direct impact uponthe Japanese Americans. First, President Theodore Rooseveltbecame involved as the mediator in that between Japan and Russia, mainly to preservea balance of power 8 attempted to segregate part of the world. Second, when San Francisco Japanese Japanese students along withChinese students in 1906, both 9 official3 and Roosevelt becameembroiled in the settlement. Japanese parents were insulted atthis attempt to segregate their in bringing about a settlement children. When they were ineffective Japanese locally, they went to Wasington toprotest directly to the eyeing increased trade withJapan, it Ambassador. To Roosevelt, who was the issue, and at the was en embarassment. He pressured to resolve labor. Initiated same time sought torestrict immigration of Japanese settle the by Japan, the Gentlemen'sAgreement of 1907-1908 served to 10 disagreement. be Following the exclusion
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