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首页> 外文学位 >From 'yellow peril' to 'model minority': The educational history of Chinese Americans, 1850--1990.
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From 'yellow peril' to 'model minority': The educational history of Chinese Americans, 1850--1990.

机译：从“黄祸”到“模范少数民族”：华裔美国人的教育历史，1850--1990年。

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摘要

When Chinese came to America in the 1850s, Americans tried to keep public schools “free from the intrusion of the inferior race” of “Chinamen.” A “separate-but-equal” school was set up for them during the 1880s. Exclusion and segregation continued fill the late 1940s. Prior to 1940, the average years of schooling for Chinese in America was less than five years. From the 1950s through the 1980s, the press frequently portrayed Chinese-Americans as an educational “model minority.” In 1990, as high as 40% of them were college graduates.; What transformed these people from despised “aliens” to a “model minority”? What educational opportunities were available to them over the years? Was their educational achievement real in a historical perspective? Was the “model minority” a proper term for them? Relying on Chinese newspapers, records and bulletins of community institutions, field studies by sociologists, surveys and investigations by governmental agencies, and documents and reports by national education and research organizations, this dissertation chronicles the history of education for Chinese Americans from 1850 to 1990. It suggests that the transformation from the “yellow peril” to a “model minority” was not simply a result of cultural preferences. The liberalized U.S. immigration policies after World War II and especially after the mid-1960s resulted in an abrupt influx of well-educated Chinese immigrants to America. The increase of school-age children contributed to the unprecedented number and proportion of Chinese in all levels of educational institutions. Post-1960 American society became more tolerant of the civil rights requests by minorities. And most importantly, the changing force came from within the Chinese-American community, who fought long and hard for equal educational rights throughout their history in America.; The dissertation helps dispel the presumptions of the “model minority” story portrayed by the press. Some of the presumptions were: (1) Chinese made it in America and they made it all by themselves. (2) Somehow they were immune to the effects of discrimination, and their culture that valued education provided them with supporting systems for success. (3) They were a silent successful minority, who never complained nor asked for help, and they were a model for other minorities.
机译：1850年代华人来到美国时，美国人试图使公立学校“免受“中国人”的劣等种族的侵扰。在1880年代为他们建立了“单独但平等”的学校。排斥和种族隔离继续持续到1940年代后期。在1940年之前，美国华人的平均受教育年限不到五年。从1950年代到1980年代，媒体经常将华裔美国人描述为教育上的“模范少数民族”。在1990年，其中40％是大学毕业生。是什么使这些人从鄙视的“外星人”转变为“模范少数群体”？这些年来为他们提供了哪些教育机会？从历史的角度来看，他们的教育成就是真实的吗？ “少数族裔”是否适合他们？依靠中国报纸，社区机构的记录和公告，社会学家的实地研究，政府机构的调查和调查以及国家教育和研究组织的文件和报告，本论文记载了1850年至1990年美国华人的教育历史。它表明，从“黄祸”到“模范少数民族”的转变不仅仅是文化偏好的结果。第二次世界大战后，特别是1960年代中期以后，美国的自由化移民政策导致了受过良好教育的中国移民突然涌入美国。学龄儿童的增加导致各级教育机构中的华人数量和比例空前增长。 1960年后的美国社会对少数民族的民权要求更加宽容。最重要的是，不断变化的力量来自华裔美国人社区，他们在美国历史上为争取平等的受教育权而长期奋斗。这篇论文有助于消除新闻界描绘的“少数群体模范”故事的推论。其中的一些假设是：（1）中国人在美国制造它，并且它们都是自己制造的。 （2）他们以某种方式不受歧视的影响，他们重视教育的文化为他们提供了成功的支持系统。 （3）他们是一个沉默寡言的成功少数群体，他们从不抱怨也不寻求帮助，并且是其他少数群体的榜样。

著录项

  • 作者

    Yi, Haining.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 History United States.; Education History of.; Sociology Ethnic and Racial Studies.; Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 361 p.
  • 总页数 361
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 美洲史;教育;民族学;
  • 关键词

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