ERIC Number: ED447130
Record Type: Non-Journal
Publication Date: 2000-Oct-28
Teaching Asian American Students: Classroom Implications.
Chiang, Linda H.
This study examined the unique learning styles of Asian-American students, noting different Asian immigrants' backgrounds and relating Asian cultures to children's learning. Data came from a literature review; interviews with 19 families from China, Hong Kong, Japan, Korea, and Taiwan who had a total of 33 children ages 6-21 years; and home and community observations conducted during spring 1998-spring 2000. Results indicated that all students came from nuclear intact families of foreign-born parents who were active in their children's academic lives. Students reported that structural teaching and clear expectations helped them focus on content being taught. Half of high school and college students preferred self-directed learning and individual projects. Teachers' approval and encouragement were important reinforcers. Parental supervision and support played an important role in children's learning. Parents provided a safe, supportive environment for their children and usually involved their children in extracurricular activities. They also pressured their children to be not only successful, but also outstanding. These children of East Asian parents adjusted well academically to American schools. They may need teacher and administrator psychological support and understanding to reduce pressure from the home and community. (Contains 12 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong; Japan; South Korea; Taiwan