Best Ways Asian American Students

Supporting ASEAN American students involves recognizing their unique cultural backgrounds and providing tailored resources and opportunities. Here are some of the best ways to support and empower ASEAN American students:

When I was in school in rural Georgia during the 1970s, our family was the only Asian Indian family in the town.

I was expected to work harder in class than my peers—simply needing to prove that we belonged—which fed into the “model minority” myth that all Asians are academically successful. No one questioned whether I was OK because I never shared otherwise and didn’t want to create an uncomfortable situation or negative feelings with my teachers or classmates. We dealt with questions about which Native American tribe we were a part of and were bullied because we didn’t speak “proper” English because of our bilingualism.

Growing up, I didn’t fit the model minority stereotype. I wasn’t a strong student even though I was expected to be. However, I wanted to be accepted for my strengths and unique perspectives in the classroom. It was both exhilarating and exhausting. At school, I wanted to be American, and at home, Indian.

Asian American students are typically well-behaved, focused on their classwork, and often academically at the top of their class. While it may be easy to overlook their social and emotional needs because of their academic successes, Asian American students face underlying challenges that should be addressed, as they navigate two vastly different cultures. Teachers play a pivotal role in helping these students feel included.

Inclusive Language

Language is one of the largest obstacles for Asian students. They often speak their native language at home while speaking English at school. Many students move easily from one to the other without realizing they’re doing it. This can create difficulty when speaking or writing.

Since Hindi is my first language, I seamlessly glide from one to the other without giving much thought. To help Asian students feel included, teachers can ask students to share some common words or simple phrases in their language, allowing the teacher and class to create an environment of inclusion. Some words or phrases that could be shared are “How are you?” “Yes,” “No,” “What’s for lunch?” “Thank you,” “Hi,” or “Bye.”

It’s also important to incorporate these words when speaking in class. This encourages other students to use them and helps Asian students feel valued. When Asian students are acknowledged and embraced for their language(s), other students expand their understanding of the world and develop empathy and compassion as the Asian student adapts and assimilates to the classroom culture.

Invite Asian American Students to Share Their Feelings

Teachers in Asia are revered and held with the utmost respect. In Sanskrit, the purer form of the Hindu language, teachers are called gurus (mentors, experts, or guides), bestowing upon them the honor of teaching our children. Students with this mindset understand that they must adhere to the rules and respect their teachers and peers. This is the main reason why most Asian students don’t show outward signs of distress or draw negative attention to themselves in a classroom.

To offer Asian students an opportunity to share their feelings, teachers can create a secret signal between themselves and the students, such as pulling on their ear when the teacher is looking, placing their pencil at a certain angle, or using sign language to alert the teacher. This lets the teacher know if a concern or issue should be addressed without alarming other students or drawing attention to the student. Teachers who create this option for their Asian students provide a safe haven for them to communicate—allowing them to develop a sense of support and belonging.

Create Communication Pathways with Families

Communicating with Asian families can be challenging due to language or cultural differences. While it may be easy to overlook communicating with these families because there is no behavioral or academic reason to connect, teachers must find a way to create these partnerships. Using technology like Google Translator or a personal translator can facilitate conversations between teachers and Asian parents to work together to help the student academically and discuss any issues that may be witnessed. While parents may leave the academic teaching to the teacher, they are usually interested and willing to provide support outside the classroom to ensure that their child has the necessary resources to succeed.

Bring Culture and Traditions Into the Classroom

One of the highlights of my childhood was when my mom would come into my classroom and share about our Indian culture. From our sharing the history, traditions, language, clothing, bindis, and food, my classmates saw a glimpse of my other life and how it was an integral part of my identity. They loved seeing how a sari was wrapped, learning the significance of bindis, and tasting the snacks she brought to share.

Teachers can reach out to Asian parents and students and ask them to spend time educating the class on their culture and the beauty of the home they left. Students are genuinely curious and may benefit from learning about the culture firsthand. By opening their classrooms to these families, teachers help students learn and appreciate other cultures, which boosts curiosity and global understanding. These visits are also a vehicle for embracing Asian parents in the classroom and offer them a better understanding of the American educational system.

Create a Strong Student-led Support Group

As the only Indian in my grade level from kindergarten through 12th grade, I struggled to find my peer group, one that could support me when I was faltering in school, one that could understand the challenges I faced with the duality of living an Indian life in an American society. Teachers can carefully craft a peer group for Asian students based on student camaraderie, so that kids feel included and accepted for their similarities and differences with their classmates. A strong support group for students can make the difference between simply plugging along and truly building confidence and reaching one’s full potential.

The model minority myth is just that, a myth. Asian American students want to be seen as individuals who have needs and challenges similar to those of every other student. Teachers, our gurus, can create inclusive lesson plans, activities, resources, and group work to ensure that Asian students become well-rounded, confident students in a supportive environment for all students to grow, thrive, and learn.