The Asian American Achievement Paradox by Jennifer Lee & Min Zhou

Author:Jennifer Lee & Min Zhou [Lee, Jennifer]
Language: eng
Format: azw3
ISBN: 9781610448505
Publisher: Russell Sage Foundation
Published: 2015-06-29T16:00:00+00:00

Unequal Access to Institutional Resources

The positive perceptions of Asian American students by their teachers, guidance counselors, and school administrators manifest as a form of symbolic capital that positively affects the grades they receive, the extra help they are offered with their coursework, and the encouragement they receive when they apply to college. The symbolic capital afforded Asian American students also increases the likelihood of their being placed in competitive academic programs like GATE (gifted and talented education) and Advanced Placement (AP) and on the honors academic track. Asian American students thus gain greater access to invaluable institutional resources that are not equally available to all students, especially to Latino and African American students.13

Patrick, a thirty-six-year-old, second-generation Chinese male, is a prime example of how the symbolic capital accorded to Asian American students provides them with access to invaluable institutional resources. Patrick explained that his high school teachers assumed that he was an A student and routinely graded his assignments accordingly. When we asked Patrick whether he could provide a specific example, he recalled having received an A for a paper that he submitted late and was certain that his teacher did not even read:

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