Impact on Chinese Immigrants by Assimilation Education in America
Those authors contributed equally.
- DOI
- 10.2991/assehr.k.220504.514How to use a DOI?
- Keywords
- Academic Expectation; Model Minority Myth; Structural Discrimination; Culture Identity; Class Mode; Language Barriers; Diversity; National Sense; Immigrant Generation; Mainstream; Racism; Career Barrier
- Abstract
This study aimed to reviewed studies on the assimilation in U.S.’s education systems, specifically how assimilation and assimilation policies have impacted immigrant students’ academic trajectory. This article begins with the review for assimilation education in America. Teachers in America have different academic expectations and interaction with students of different races. Some affirmative action policies are based on the concept of racial discrimination, which may lead to a kind of structural discrimination. Assimilation is on the opposite side from diversity which aims the stability of society. Therefore, national identity is involved to cultivate the sense for immigrants. The differences between Chinese and American classroom models and languages may result in the problem of Chinese immigrant students’ culture identity in the United States. Occupation as a final product of education can be used to judge the quality of assimilation education. Some figures are used to indicates the influence of this type of education intuitively.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license.
Cite this article
TY - CONF AU - Yi Du AU - Yuqian Wang PY - 2022 DA - 2022/06/01 TI - Impact on Chinese Immigrants by Assimilation Education in America BT - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022) PB - Atlantis Press SP - 2831 EP - 2836 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220504.514 DO - 10.2991/assehr.k.220504.514 ID - Du2022 ER -