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ERIC Number: EJ804627
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1086-4822
The Model Minority and the Inferior Minority Myths: Understanding Stereotypes and Their Implications for Student Learning
Museus, Samuel D.
About Campus, v13 n3 p2-8 Jul-Aug 2008
Racially themed parties serve multiple functions on college campuses. First, it represent cohesion among members of a campus subculture--usually that of predominantly white student organizations. It is possible or even probable that many black students who heard about the party in the opening vignette questioned whether they were safe at an institution where the reality of racism was so potent. Another reason that racially themed parties are so contentious is that they manifest and reinforce deeply entrenched, culturally derived and perpetuated stereotypes about racial minority groups that can have devastating implications for the experiences of minority college students. Despite the potential power that such stereotypes hold to shape individual and group experiences, however, not all educators are conscious of the ways in which those culturally derived assumptions influence the learning of students who belong to the populations that are targeted by such stereotypes. In order for educators to fully understand minority students, they must consider the ways in which cultural factors such as racial stereotypes shape their college experiences. The experiences of two racial minority undergraduates, described in this article, help highlight the implications of stereotypes and surface key concerns that educators need to address as they work to cultivate inclusive learning environments. (Contains 11 notes.)
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A