Zooey wrote:

Z, for some reason, your images are not posting.

When I search the image url in this case, I get this:

The URL doesn’t refer to an image, or the image is not publicly accessible.

One guess is you may be trying to post images from facebook (maybe?) FB is very tricky about letting images be copied.

Zooey wrote:

Yeah, it’s an interesting perspective, all right. It is an op-ed based on her book, Battle Hymn of a Tiger Mom, or something like that.

Zooey wrote:

if a child comes home with an A-minus on a test, a Western parent will most likely praise the child. The Chinese mother will gasp in horror and ask what went wrong.

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Here’s more on all of this. A lot of that stuff is disputed within the asian-american communities.

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The truth about Asian Americans’ success (it’s not what you think)

Jennifer Lee

http://www.cnn.com/2015/08/03/opinions/lee-immigration-ethnic-capital/

(CNN)Asian Americans are the highest-income, best-educated and fastest-growing racial group in the country. But not for the reasons you think.

For too long, conservative pundits and the news media have pointed to Asian Americans as the “model minority.” They cite the Ivy League admissions and educational success of many children of blue-collar Asian immigrant workers as evidence of a superior culture — one of hard work and strong families — that puts Asian Americans on a sure path to success.

But it isn’t Asian “culture” or any other attribute of ethnicity that is responsible for this success. Instead, it’s a unique form of privilege that is grounded in the socioeconomic origins of some — not all — Asian immigrant groups. Understanding this privilege offers insights into how we can help children from all backgrounds succeed.

In our new book, The Asian American Achievement Paradox — based on a survey and 140 in-depth interviews of the adult children of Chinese, Vietnamese and Mexican immigrants in Los Angeles — fellow sociologist Min Zhou and I explain what actually fuels the achievements of some Asian American groups: U.S. immigration law, which favors highly educated, highly skilled immigrant applicants from Asian countries.

Based on the most recent available data, we found that these elite groups of immigrants are among the most highly educated people in their countries of origin and are often also more highly educated than the general U.S. population.

Take Chinese immigrants to the United States, for example: In 2010, 51% were college graduates, compared with only 4% of adults in China and only 28% of adults in the United States. The educational backgrounds of immigrant groups such as the Chinese in America — and other highly educated immigrant groups such as Korean and Indian — is where the concept of “Asian privilege” comes in.

When highly educated immigrant groups settle in the United States, they build what economist George Borjas calls “ethnic capital.”

This capital includes ethnic institutions — such as after-school tutoring programs and after-school academies — which highly educated immigrants have the resources and know-how to recreate for their children. These programs proliferate in Asian neighborhoods in Los Angeles such as Koreatown, Chinatown and Little Saigon. The benefits of these programs also reach working-class immigrants from the same group.

Ethnic capital also translates into knowledge.

In churches, temples or community centers, immigrant parents circulate invaluable information about which neighborhoods have the best public schools, the importance of advance-placement classes and how to navigate the college admissions process. This information also circulates through ethnic-language newspapers, television and radio, allowing working-class immigrant parents to benefit from the ethnic capital that their middle-class peers create.

Our Chinese interviewees described how their non-English speaking parents turned to the Chinese Yellow Pages for information about affordable after-school programs and free college admissions seminars. This, in turn, helps the children whose immigrant parents toil in factories and restaurants attain educational outcomes that defy expectations.

The story of Jason, a young Chinese American man we interviewed, is emblematic of how these resources and knowledge can benefit working-class Chinese immigrants. Jason’s parents are immigrants who do not speak English and did not graduate from high school. Yet, they were able to use the Chinese Yellow Pages to identify the resources that put Jason on the college track.

There, they learned about the best public schools in the Los Angeles area and affordable after-school education programs that would help Jason get good grades and ace the SAT. Jason’s supplemental education — the hidden curriculum behind academic achievement — paid off when he graduated at the top of his class and was admitted to a top University of California campus.
This advantage is not available to other working-class immigrants.

Mexican immigrants, for example, are largely less-educated, low-wage workers because they arrived to the United States as a result of different immigration policies and histories. Theirs is a largely low-wage labor migration stream that began en masse with the 1942 Bracero program and continues today.

Based on the most recent census data, about 17% of Mexico’s population are college graduates compared with 5% of Mexican immigrants in the United States. As a less-educated immigrant group, they lack the resources to generate the ethnic capital available to Chinese immigrants, and they rely almost exclusively on the public school system to educate their children.
Yet, despite their lack of ethnic capital, the children of Mexican immigrants make extraordinary educational gains and leap far beyond their parents. They double the high school graduation rates of their immigrant parents, double the college graduation rates of their immigrant fathers and triple that of their immigrant mothers.

The legal status of parents is key to success.

On average, the children of Mexican immigrant parents who are undocumented attain 11 years of education. By contrast, those whose parents migrated here legally or entered the country as undocumented migrants but later legalized their status, attain 13 years of education on average, and this difference remains even after controlling for demographic variables.
The two-year difference is critical in the U.S. education system: It divides high school graduates from high school dropouts, making undocumented status alone a significant impediment to educational attainment and social mobility.

Many Asian Americans enjoy a unique type of privilege, writes Jennifer Lee.
Undocumented status affects other immigrant groups, including Asians. There are currently more than 1.5 million undocumented Asians in the United States, accounting for 13.9% of the total undocumented population in the United States. This comes as a surprise to many Americans, who equate undocumented status with Mexicans.

The children of Mexican immigrants who surmount the disadvantage of their class origins and legal status and graduate from college pointed to an influential teacher, guidance counselor, coach or “college bound” program that helped them make it to college.

Camilla, a second-generation Mexican woman we interviewed, is a case in point.

No one in Camilla’s family had attended a four-year university, but a guidance counselor at her community college encouraged her to transfer to a four-year university and helped her with her application. As a result, Camilla ultimately went on to attend a top private university and later pursued a master’s degree in social work.

Her educational mobility shows what is possible when schools provide adequate resources to support children’s ambitions and potential. It is worth asking how much more Camilla and other children of Mexican immigrants might have attained had they had access to something like the “Asian privilege” of the children of Chinese immigrants.

How do we extend this privilege to students of all races and ethnicities?
Our research has made it clear to us that pundits should stop talking about Asian culture and start making supplemental education available to students of all racial and ethnic backgrounds, including Asian ethnic groups that lack ethnic capital and don’t get a boost from this privilege, such as
Hmong, Laotians and Cambodians.

Increasing funding for guidance counselors, coaches and college-bound classes is a start, but creating affordable after-school academies and tutoring programs in neighborhoods, for example, Los Angeles’ Koreatown — which is home to Angelenos from diverse background — could give children of immigrants across racial, ethnic and class lines the resources they need to succeed.

This will help prepare them for the diverse college environments and workplaces that many will enter. Making supplementary education available to other working-class children will do more than level the playing field to make it to college; it will also help today’s students succeed once they are there.

A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it’s like inside the family, and whether they could do it too.

A lot of this one, though, for a long time, came from the fact that east-Asian immigration to the USA was restricted, and those that tended to be allowed in were deliberately from the demographic of professionals with advanced degrees. So the immigration policy just pre-selected a demographic committed to those values. Asian-american scholars call this “the myth of the model minority.”

The myth was very different in the 20s when a lot of Japanese farm-laborers migrated. They tend to do well at farming, but that was because Japanese farming methods had to make the most out of hilly, less farm-friendly land, so they grew up around farming techniques that did that. When they came to the USA, they had the resources to make the most out of land that european-american types who were there before them didn’t know how to.
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zn wrote:

Well one thing fits this and re-directs the question.

People do know, right, that overseas, american children are seen as profoundly undisciplined and badly socialized. It’s a constant theme.

And a lot of that comes from the fact that there’s no such thing as “raising children,” there is always only “DIFFERENT cultural child-rearing PRACTICES.”

Here;s just one of thousands of possible reads on this:

Here’s another article out of the many out there. I recommend reading both if people are interested

….

http://www.npr.org/2012/02/12/146769135/move-over-tiger-mother-french-parents-may-be-better-too

What French Parents Do That Americans Don’t

Before moving to Paris, American Pamela Druckerman knew that the French had a reputation for cultural refinement: a knowledge of wine, a sophisticated sense of style and a preoccupation with haute cuisine.

But while living in the French capital and going through the everyday struggles of raising children her English husband, she uncovered another surprising aspect of French life. Wherever she looked in Paris, the locals seemed to be employing a certain je ne sais quoi that was making their kids behave better than typical American children.

Druckerman decided to write a book about her experience, called Bringing up Bebe: One American Mother Discovers the Wisdom of French Parenting. She tells Weekend Edition’s Rachel Martin that the idea for the book came to her in a sort of “epiphany” when she was eating out with her husband and her daughter, who was 18 months old at the time.

“[My daughter] was refusing to eat anything but sort of pasta and white bread. And I suddenly looked up and I realized that the French families all around us were having a very different experience — that their kids were sitting in their high-chairs, enjoying their meals, eating their vegetables and fish and all kinds of other things and talking to their parents. … They weren’t being seen but not heard. They were enjoying themselves,” Druckerman says.

Druckerman began paying close attention to how French methods with children differed from American ones. One thing she found was that the French had an essentially different attitude about the malleability of their children’s preferences.

“We [Americans] assume … a little more that kids have inherent likes and dislikes, whereas the French view on food is the parent must educate their child and that appreciation for different food is something you cultivate over time,” Druckerman says.

One key to this cultivation of tastes appears to be exposure. Druckerman points out that in France, “there is no category of food called kids’ food. Kids and adults, from the start, eat the same thing.”

As an example of how children are exposed to a variety of foods at an early age, Druckerman recounts her visit to a lunch at a public daycare with her daughter and other two-year-olds.

“There’s a four-course menu every day. It starts with a vegetable dish and then there’s a main course. There’s a different cheese every day. So, I discovered to my shock that my daughter eats blue cheese. There are two things in that. One is that, I think, starting with vegetables is a really good idea, and we do that now. And the other trick that French parents do is they say to their kids, ‘You don’t have to eat everything, you just have to taste it,'” Druckerman says.

The French method of culinary education for their children also illustrates a larger pattern within French parenting, which is the cultivation of patience. Druckerman says most French children, unlike many of their American counterparts, did not need to be entertained constantly by their parents.

“I notice this when I go to the park in France, because I would usually arrive with a big bag of stuff to entertain my daughter the entire day, whereas the French mom on the blanket next to me would have just one ball, and she would talk to her friend. And the child would be happy,” Druckerman says. “French children seem to be able to play by themselves in a way.”

Some might see this scenario as evidence that the French are less thrilled with having children and are more selfish as parents than their American counterparts who are constantly playing with their children. But Druckerman does not think this is the case.

“The French view is really one of balance, I think. … What French women would tell me over and over is, it’s very important that no part of your life — not being a mom, not being a worker, not being a wife — overwhelms the other part,” Druckerman says.

The more laissez-faire French style of parenting may be hard to swallow for some Americans who are used to hovering over their children, but Druckerman thinks it’s worth it in the long run. “As an American, you know, at first I was really surprised by this kind of approach to parenting. But after a while, I realized, you know what, my daughter is proud of her independence,” Druckerman says.

Although no one likes to be told how to parent, Druckerman says the response from readers so far has been “overwhelmingly positive.” Part of the reason for this may be that Druckerman avoided being overly preachy by writing the book as a personal narrative.

“I’m criticizing myself. I’m, I think, maybe the more extreme example of an American parent,” Druckerman says. “So, I guess the book is really a memoir. It’s my own story of how I partially became converted to some French ways of doing things but also held on to the things that I like about America.”

Agamemnon wrote:

Josh Forrest — This was the one pick I wasn’t crazy about. At this point you’re simply not looking to fill any holes at linebacker. This was a pick that clearly came from the BPA strategy. There was no need for the addition of a linebacker.

Depends. Ayers has one year left and Forrest is kind of in that mold.

I make nice Pinto beans.

And Black beans.

I don’t stray too far, when it comes to beans.

I am a “beans n rice” kinda guy.