Article: A comparative analysis of the meaning of model minority among ethnic Koreans in China and the United States

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TitleA comparative analysis of the meaning of model minority among ethnic Koreans in China and the United States
AuthorsGao, F1
KeywordsComparative study
Cultural identity
Education
Ethnic minority
Identity construction
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03050068.asp
CitationComparative Education, 2010, v. 46 n. 2, p. 207-222 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03050061003775496
AbstractKoreans have been successful in nesting their educational achievement into places like China and the United States, where they have earned the title of 'model minority'. This research is a comparison of the manner in which the model minority stereotype is handled by Korean Chinese and Korean Americans. The gathered data leads us to argue that ethnic Koreans in China and the US construct a multi-faceted meaning in reaction to the 'model minority' stereotype. The meaning complicates the model minority stereotype through capitalising upon a shared East Asian sense of cultural superiority to other ethnic groups while strongly emphasising its economic marginalisation and limitations. This results in valuing education as a practical means for achieving economic upward mobility or sustaining ethnic culture and identity that is perceived as being unique to Koreans in the two different sociopolitical contexts. © 2010 Taylor & Francis.
ISSN0305-0068
2011 Impact Factor: 0.696
2011 SCImago Journal Rankings: 0.030
DOIhttp://dx.doi.org/10.1080/03050061003775496
ISI Accession Number IDWOS:000278313500007
DC Field
Value
dc.contributor.authorGao, F
dc.date.accessioned2010-12-23T08:56:29Z
dc.date.available2010-12-23T08:56:29Z
dc.date.issued2010
dc.description.abstractKoreans have been successful in nesting their educational achievement into places like China and the United States, where they have earned the title of 'model minority'. This research is a comparison of the manner in which the model minority stereotype is handled by Korean Chinese and Korean Americans. The gathered data leads us to argue that ethnic Koreans in China and the US construct a multi-faceted meaning in reaction to the 'model minority' stereotype. The meaning complicates the model minority stereotype through capitalising upon a shared East Asian sense of cultural superiority to other ethnic groups while strongly emphasising its economic marginalisation and limitations. This results in valuing education as a practical means for achieving economic upward mobility or sustaining ethnic culture and identity that is perceived as being unique to Koreans in the two different sociopolitical contexts. © 2010 Taylor & Francis.
dc.description.naturepostprint
dc.identifier.citationComparative Education, 2010, v. 46 n. 2, p. 207-222 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03050061003775496
dc.identifier.doihttp://dx.doi.org/10.1080/03050061003775496
dc.identifier.epage222
dc.identifier.hkuros178352
dc.identifier.isiWOS:000278313500007
dc.identifier.issn0305-0068
2011 Impact Factor: 0.696
2011 SCImago Journal Rankings: 0.030
dc.identifier.issue2
dc.identifier.openurl
dc.identifier.scopuseid_2-s2.0-77953159712
dc.identifier.spage207
dc.identifier.urihttp://hdl.handle.net/10722/130558
dc.identifier.volume46
dc.languageeng
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03050068.asp
dc.relation.ispartofComparative Education
dc.rightsThis is an electronic version of an article published in Comparative Education, 2010, v. 46 n. 2, p. 207-222. The article is available online at: http://www.tandfonline.com/doi/abs/10.1080/03050061003775496
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
dc.subjectComparative study
dc.subjectCultural identity
dc.subjectEducation
dc.subjectEthnic minority
dc.subjectIdentity construction
dc.titleA comparative analysis of the meaning of model minority among ethnic Koreans in China and the United States
dc.typeArticle
Author Affiliations
  1. The University of Hong Kong