Learning to Be Chinese American aims at exploring the complicated identity production process among Chinese immigrants in the United States in relation to the rapidly changing global and local contexts. Based on original ethnographic material collected in an upper-middle class Chinese American community, the author argues for the need to move beyond the framework of traditional nation-state boundaries in order to examine the identity production process of contemporary Chinese Americans. In doing so, we can better understand how this particular group, in response to changing economic and social conditions, actively takes part in the production of their unique ethnic identities through local institutions such as community-based organizations and ethnic education. This book expands the scope of existing literature on identity production among immigrants of color in both empirical and methodological terms.

Learning to Be Chinese American aims at exploring the complicated identity production process among Chinese immigrants in the United States in relation to the rapidly changing global and local contexts. Based on original ethnographic material collected in an upper-middle class Chinese American community, the author argues for the need to move beyond the framework of traditional nation-state boundaries in order to examine the identity production process of contemporary Chinese Americans. In doing so, we can better understand how this particular group, in response to changing economic and social conditions, actively takes part in the production of their unique ethnic identities through local institutions such as community-based organizations and ethnic education. This book expands the scope of existing literature on identity production among immigrants of color in both empirical and methodological terms.

A volume in the Chinese American Educational Research and Development Association Book Series Series Editor Jinfa Cai, University of Delaware The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically wellinformed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc.

Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.

" ... about the transformation of Asian Americans ... into a self-identified racial group that is influencing every aspect of American society."--Jacket.

A compelling saga of mothers and daughters, survival and striving, women, family, and culture that will resonate with all Americans who have immigrant roots. This fascinating book takes a new and different look at the immigrant experience of Asian Americans. Through the voice of her Chinese mother, the author examines perennial themes of separation, loss, guilt, and bicultural identity in the lives of immigrant families. Grounded in a historical context that spans events of more than a century, World War II, McCarthyism, Civil Rights, the Women's movement, this volume: Uses oral history to show how families rely upon myth and legend as they adjust to a new culture. Illustrates how strong cultural and intergenerational bonds can both support and oppress Chinese American families; Uses Asian mythology and symbols to understand the psyche of Chinese Americans and their immigration experience, illustrating the contrasting world views of Asian and Western culture. Provides strategies for coping with the immigration experience for use by counselors and other professionals.

In Remaking Chinese America, Xiaojian Zhao explores the myriad forces that changed and unified Chinese Americans during a key period in American history. Prior to 1940, this immigrant community was predominantly male, but between 1940 and 1965 it was transformed into a family-centered American ethnic community. Zhao pays special attention to forces both inside and outside of the country in order to explain these changing demographics. She scrutinizes the repealed exclusion laws and the immigration laws enacted after 1940. Careful attention is also paid to evolving gender roles, since women constituted the majority of newcomers, significantly changing the sex ratio of the Chinese American population. As members of a minority sharing a common cultural heritage as well as pressures from the larger society, Chinese Americans networked and struggled to gain equal rights during the cold war period. In defining the political circumstances that brought the Chinese together as a cohesive political body, Zhao also delves into the complexities they faced when questioning their personal national allegiances. Remaking Chinese America uses a wealth of primary sources, including oral histories, newspapers, genealogical documents, and immigration files to illuminate what it was like to be Chinese living in the United States during a period that--until now--has been little studied.