by by Lawrence Richardson, Oklahoma State University College of Arts and Sciences Career Services
History of the model minority
Asians first arrived in the Americas as slaves in the 1500s, and historical documents have shown that they were industrious and obedient (Lee, 2016). Sociologist William Petersen (1961) coined the term “model minority” in a New York Times article, commenting on the success and resiliency of Japanese Americans just 15 years after the internment camps closed. Photographer Ted Thai posed Asian children with school supplies on the front cover of Time magazine, which was titled “Those Asian-American whiz kids” (1987). Today, Students for Fair Admissions v. Harvard fight against affirmative action policies because Harvard appears to discriminate against Asian American applicants (Reilly, 2019). From the unassimilable foreigner to the model minority, Asian Americans face a unique place in society. Because the model minority stereotype has continuously persisted throughout history, it is no surprise that it affects Asian American students and workers today.
Defining the model minority stereotype
Imagine a world where people assumed that…
- You studied a science or math subject because of what you look like
- Your success is attributed to your presumed values instead of your actual effort
- Your talents only exist because of who you are, not because of the skills you gained
- You cannot experience discrimination because you are “one of the good” minorities
The model minority is defined as a group of people who are perceived to overcome systemic barriers through perseverance and hard work without the use of support programs (Sue & Sue, 2015). Because of this perception, Asian Americans may be excluded from services and initiatives that typically align with programs that support underrepresented populations. Although it appears as a positive stereotype, it prevents Asian Americans from advancing in their careers because it assumes that they are robotic and emotionless (Leong & Grand, 2008).
Effects of the model minority in the professional workplace
People who identify as White, African America, Hispanic, and Native share the belief that Asian Americans are more likely to have academic and career success (Wong, Lai, Nagasawa, & Lin, 1998). Additionally, Asian Americans that represent the model minority stereotype may experience significant pressure to maintain this image (Wong, Lai, Nagasawa, & Lin, 1998). In contrast, the model minority stereotype assumes that all Asian Americans fit this role, when there are different types of Asian Americans (e.g., 4th generation Chinese American VS a Hmong immigrant). Because of these perceptions, Asian Americans may be less likely to have career advancement opportunities when compared to their colleagues.
White American men have an 80% higher chance of obtaining management positions in engineering fields than their Asian American male counterparts (Tang, 1997). In contrast, White American men are 64% more likely to earn a leadership promotion than Asian American women (Tang, 1997). When compared to other racial identities, Asian Americans are at a disadvantage for advancement and promotion, as well (Tang, 1997). Although the research is limited and not as current, it appears that the model minority affects career mobility for Asian Americans.
Potential strategies to support Asian Americans
Recognize the need for an inclusive environment for Asian Americans. Sun and Starosta (2006) identified that Asian American professionals experience invisibility in the working world. Asian Americans, and many others, cannot negotiate which “identity” to represent. Instead, teams and organizations must recognize that everyone needs to have a seat at the table. Asian Americans in the workforce have noticed that they have to work twice as hard for professional recognition than their White counterparts (Sun & Starosta, 2006). It is important to recognize and celebrate the contributions of all team members; however, it is absolutely crucial to be fair and equitable across all identities.
Identify the possibilities for Asian American visibility. Regardless of industry, opportunities to engage in meaningful work exists outside of job responsibilities through committees and interest groups. For diversity initiatives, consider that Asian Americans may want to join groups that are not directly related to race and ethnicity. For example, an Asian American worker may want to engage in initiatives based on gender identity or sexual/affection orientation. Now knowing that Asian Americans are passed over for career advancement opportunities, consider extending an invitation to a leadership development academy or management training program. Prioritizing leadership and workplace diversity can lead to higher employee engagement, increased innovation, and improved decision-making results (Deloitte, 2013, Bersin, 2015; Cloverpop, 2017).
Value Asian Americans as human beings. Asian Americans have been stereotyped of working harder and faster than the average person almost as if they were automatons. In fact, a meme called “Level: Asian” has become a response to say that Asian Americans have set a new standard for expectations. It is important to consider the workload that managers may assign to their Asian American supervisees.
- Are the expectations fair and equitable across the entire team?
- Does everyone have an equal say in their participation for the project?
- Has everyone’s ongoing tasks been taken into consideration with this new assignment?
The hardworking attributes should be expected from all team members, not just Asian Americans. Success and effort should be praised based on productivity and goals, not attributed to cultural identities. If a colleague has demonstrated leadership potential, then open up the conversation about the possibilities of what that could look like for their professional development. From the Bing cherry to Crazy Rich Asians, Asian Americans have contributed to American society in numerous ways (Lee, 2016; Chu, 2018). It is time for them to start leading change for the betterment for their careers and for their country.
References:
Bersin. (2019, March 16). Why diversity and inclusion has become a business priority. Retried April 24, 2019, from http://joshbersin.com/2015/12/why-diversity-and-inclusion-will-be-a-top-priority-for-2016/
Chu, J. M. (Director). (2018, August 7). Crazy Rich Asians [Video file]. Retrieved April 24, 2019.
Cloverpop. (2017, October 23). Diversity drives better decisions. Retrieved April 24, 2019, from https://www.peoplemanagement.co.uk/experts/research/diversity-drives-better-decisions
Deloitte. (2013). Waiter, is that inclusion in my soup?: A new recipe to improve business performance. Retrieved April 24, 2019, from https://www2.deloitte.com/content/dam/Deloitte/au/Documents/human-capital/deloitte-au-hc-diversity-inclusion-soup-0513.pdf
Lee, E. (2016). The making of Asian America: A history. New York: Simon & Schuster paperbacks.
Leong, F.T.L., & Grand, J.A. (2008). Career and work implications of the model minority myth and other stereotypes for Asian Americans. In G. Li & L. Wang (Eds.), Model Minority Myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Greenwich, CT: Information Age Publishing.
Petersen, W. (1966, January 9). Success story, Japanese-American style. The New York Times. Retrieved January 10, 2019.
Reilly, Katie. “Harvard admissions case: These Asian-American students are on opposite sides.” Time, 12 Mar. 2019, time.com/5546463/harvard-admissions-trial-asian-american-students/
Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse theory and practice. Hoboken: Wiley.
Sun, W., & Starosta, W. J. (2006). Perceptions of Minority Invisibility Among Asian American Professionals. Howard Journal of Communications, 17(2), 119-142. doi:10.1080/10646170600656870
Tang, J. (1997). The model minority thesis revisited: (Counter)Evidence from the science and engineering fields. The Journal of Applied Behavioral Science, 33(3), 291–315. https://doi.org/10.1177/0021886397333003
Thai, T. (1987, August 31). Asian-American Whiz Kids [Photograph]. TIME Magazine Cover, New York, NY.
Wong, P., Lai, C. F., Nagasawa, R., & Lin, T. (1998). Asian Americans as a model minority: Self-perceptions and perceptions by other racial groups. Sociological Perspectives, 41(1), 95–118. https://doi.org/10.2307/1389355
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In a 420-square foot tiny home, Lawrence Richardson lives in Stillwater, OK with his husband and two dogs. Lawrence earned his bachelor’s degree in psychology and his master’s degree in clinical mental health counseling from OSU. In 2015, the National Board of Certified Counselors Foundation recognized him as a Fellow for Minority Mental Health. He holds credentials as a National Certified Counselor, Certified Career Counselor, and a Licensed Professional Counselor. Currently, he is a career counselor at Oklahoma State University, specializing in majors and industries related to science, technology, mathematics, and healthcare. He advocates for Asians and Asian-Americans to find and utilize their voices to combat oppression and discrimination.
