Yet, the idea that Asian-American success is the result of a unique cultural inheritance ignores the role of U.S. immigration policy in creating Asian-American success. In the mid-1800s Asian immigrants were recruited as laborers to work as farm laborers and on the first transcontinental railroad. They were despised laborers who toiled for low wages in the harshest of conditions. Confucian values were not seen as the key to success, but as a marker of racial and religious differences. Eventually, most Asians were excluded from immigration altogether due to fears of racial contamination.
But what a difference a law can make. The 1965 Immigration and Nationality Act changed the way Asians were seen in this country--from uneducated and unwanted scourge to hardworking students and examples of economic success. How did we go from backwards laborers to a so-called "model minority"? Too many people assume the community’s educational and economic success is due to the cultural traits of Asian Americans. Like Kristof, they believe Asian Americans care more about education than the average American.
There is another explanation. The 1965 Immigration and Nationality Act ended Asian exclusion and created two immigration priorities: high skills and family reunification.
"We must not let the advantages of immigration policy and positive attitudes from teachers fuel the myth of cultural superiority."
After 1965, the U.S. started to recruit high-skilled immigrants from Asia. More than half of the Asian-American population immigrated after 1990, when these efforts were ramped up even further. Today, fully 72 percent of all high-skilled visas are allocated to immigrants from Asia. And the majority of international student visas go to Asian immigrants.
This mode of selective recruitment challenges the idea that Asian success in the U.S. is due to Asian values. That is too simple. If Asian cultural values were the explanation, why don’t we see the same kind of educational achievement in Asia as in the U.S.? We don’t. As
Jennifer Lee points out, more than 50% of Chinese immigrants in the U.S. have a bachelor’s degree. In China, the rate is about 5%. About 70% of Indian immigrants have a bachelor’s degree, while in India, less than 15% of Indians of college-age enroll in college. (India, by the way, has never been a stronghold of Confucian values.)
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So, U.S. immigration policy creates a highly educated Asian-American class and this group sponsors highly educated family members. And the model minority stereotype is given life. As Kristof states so compellingly, this stereotype takes on a remarkable life of its own.