This page presents selected findings from my dissertation research on the K–12 experiences of South Asian American students in U.S. schools. Drawing on students’ retrospective reflections, these data illustrate how low teacher cultural proficiency, especially belief in the model minority myth, shapes the support students receive in classrooms.
Across achievement levels, South Asian American students described being misunderstood, overlooked, and/or placed under pressure based on assumptions about their backgrounds rather than their actual needs. Collectively, these findings point to persistent gaps in academic, executive functioning, and socioemotional support, and underscore why cultural proficiency matters in everyday educational practice.
The model minority myth is the stereotype that Asian students are uniformly high-achieving—highly intelligent, capable, respectful, and hardworking. The model minority myth is a false and harmful stereotype that negatively affects Asian American students across achievement levels. Yet many educators assume Asian American students fit this description.
Belief in the model minority myth, and the tendency to overgeneralize about South Asian and Asian American students, can lead educators to assume these students need less academic and developmental support. As a result, students’ needs are often overlooked.
The model minority myth is the stereotype that Asian students are uniformly high-achieving—highly intelligent, capable, respectful, and hardworking. The model minority myth is a false and harmful stereotype that negatively affects Asian American students across achievement levels. Yet many educators assume Asian American students fit this description.
In my research, 77.7% of South Asian American participants reported that their teachers appeared to believe the model minority myth, often perceiving them as smarter than their peers.
When teachers believe this myth, they may assume Asian American students need less academic, executive functioning, or socioemotional support, and two patterns emerge:
Lower-achieving students may become or feel invisible and unsupported.
High-achieving students often experience increased pressure without individualized understanding or care.
