Unmasking the Myth of the Model Minority in Remote and Hybrid Learning Environments

View or share this material in a Google Doc: Unmarking the Myth of the Model Minority

Objective

To build awareness of how the “model minority” myth impacts students of Asian communities and identify ways to demystify common beliefs that create inequalities within remote and hybrid classrooms. 

The estimated time frame for this activity is 30 minutes.

In the NYSED’s Culturally Responsive-Sustaining Education Framework, one of the sustaining mindsets upholds the belief that “critical and continuous self-reflection is required to dismantle systems of biases and inequities rooted in our country’s history, culture, and institutions” (p. 16). This includes one’s effort and ability to confront implicit biases; identify racial ideologies and dominant stereotypes that marginalize the voices and identities of students of color; and dig deep into literature, discussions, and media that shed light on the diverse communities we teach, serve, and come into contact with.  

In support of this mindset, the fourth principle of NYSED’s Culturally Responsive-Sustaining Framework is Ongoing Professional Learning. Teachers, students, and all major stakeholders must pursue additional opportunities to further develop a “critically conscious lens” around cultural diversity, sensitivity, and pedagogy.

The following bullets are a part of the student and teacher expectations for this principle, respectively:

  • Challenge yourself to learn about people, cultures, languages, orientations, abilities, and socioeconomic backgrounds different from your own.
  • Use professional learning activities as opportunities to better acquaint yourself with the diverse communities in which students live

Read this E-Text

As you seek to learn more about the diverse communities you teach, serve, and engage with, take a moment to read about the history of the term model minority, as well as the myths that surround this term and its implications for students within the classroom, in the article “What Is the Model Minority Myth?” As you read, take note of what strikes you, what challenges your current thinking, any connections to your school or classroom environment, and any questions you have. You may use the note catcher linked below (either download and print or draw a copy of your own) to capture your thinking before diving into further reflection.

Myth of the Model Minority Note Catcher

Stop & Think

(Key: T — Teachers, SL — School Leaders, DL — District Leaders)

Independent Reflection: If you are working independently, stop and reflect on the following questions: 

  1. How did this text resonate with you personally? Were any ideas novel to your understanding of the model minority myth? (T, SL, DL)
  2. What assumptions did you have before reading this article? (T, SL, DL) 
  3. How has your thinking been challenged as a result of reading this article?  (T, SL, DL) 
  4. How can you leverage your curriculum, class culture, and social interactions to challenge racial stereotypes and the implications of the model minority myth? (T, SL)

For Partner or Group Collaboration: If collaborating in grade-level or content-specific teams, or as part of a school- or district-wide activity, use the “Say Something” Protocol to discuss and share your reflections on the article. 

Take Action

Directions: Unmasking the model minority myth within classrooms requires a conscious lens and awareness of the gaps with one’s own understanding of Asian communities and culture. Continuous education, involvement, and research is critical to combating inequitable classroom practices that would reinforce the model minority myth and negatively impact the achievement, identities, and well-being of your Asian-American students. Choose one of the options below for further development:

Option 1: Explore the “I Am Asian American Toolkit” from learningforjustice.org to reflect on your personal assumptions or knowledge gaps regarding the diversity of cultures and voices reflected throughout Asian and Asian-American history. Choose one resource to further develop your own understanding of Asian-American history or as a resource to elevate the voices of Asian-American heroes throughout your current curricula.

Option 2: It is important to address issues and current events of racism, discrimination, and violence toward Asian Americans throughout the country and within schools. Read Classroom Resources and Tips to Address Anti-Asian Discrimination and decide on one action step you will take to within your school and classroom community to address anti-Asian discrimination and bias.

Option 3: Explore The Model Minority Myth standards-based lesson plan with resources and supporting materials for grades 8–12.

Remote and Hybrid Considerations

  • Within your digital content (e.g., slides, posters, anchor charts, handouts or flyers, etc.), include images that display a diversity of Asian and Asian-American voices, languages, and cultures.
  • During synchronous meetings and discussions, be mindful of your Asian-American students who may be particularly silent or quiet. Avoid making assumptions and schedule a one-on-one virtual conference or in-person meeting to check in.
  • Set aside virtual “family meetings” once a semester to facilitate relationships with your students’ families. If a translator is needed, consider using helpful apps such as Google Translate or Microsoft Translator, which can help provide translation in real-time conversations.
  • Conduct online confidential surveys, one-on-one conferences, or small-group sessions (where all parties feel comfortable discussing and sharing), asking your students to share how they feel in your remote/hybrid classroom environment. Questions might include the following:
    • What makes you feel seen and heard?
    • What do you enjoy doing in my class?
    • What are some things that are difficult or uncomfortable?
    • What would your dream classroom look like?
    • What would you say are my strengths as a teacher? How could I improve or support you better?
    • How do you feel about your relationships with your fellow classmates?
    • What would you like me to know about you?