Why doesn't MCPS care about Asian-Americans and feelings of bias/discrimination?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Let's say it is on them. But it's still impacting my kid who is hearing these comments directed at her!

The parents who are saying it and teaching their kids don't care about how it impacts your child or how it continues the racial divide.

But MCPS should care. MCPS should recognize this tension exists and should address it. Just because the white kid learned to be racist from his racist white parents doesn't mean it doesn't impact by black child at school. Why should it be different when you're talking about Asian families v. white families?

[Anonymous]

Asian kids are discriminated against because they care about school and grades. I see it all of the time. It is sickening.

[Anonymous]

Anonymous wrote:MCPS has posted more information about their Antiracist audit and highlighted that it had identified these issues. But one of the things I've heard a lot about is that Asian Americans feel disenfranchised and discriminated against by the new magnet process. Forget the debate over who is right because that's a different matter but no one can dispute that it has created a lot of bad feelings. This also includes pitting racial groups against each other at some of the forums they hosted.

Why doesn't MCPS recognize this? Why doesn't MCPS care?

The "debate over who is right" is relevant to this. Feelings are not the primary consideration here.

[Anonymous]

Because the complaints among the Asian American parents are first world problems. When half the kids in your district aren’t fed, aren’t meeting grade level standards, and are adversely impacted by covid, poverty, and unemployment, it’s hard to care about who gets into magnet programs.

[Anonymous]

When you are spending millions on an Antiracist or Antiracism audit you need to recognize that there are all kinds of racism, discrimination and bias. One bias that I think is completely inaccurate is that Asians are all rich and prep their way into magnets. MCPS has perpetuated that stereotype.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Because Asians take education seriously no matter what their income level. They are barely in ESOL. Their parents learn English relatively fast. They are Usually are discriminated AGAINST for magnets and still do well overall. They don’t have issues of neglect. So MCPS ignores them.

They are more concerned with hispanics because their parents don’t care about education or assimilating with English.

This is really racist.

Not the PP but it is accurate. Spanish speaking kids are in ESOL for average of 4 years. Asians in ESOL the average is 8 months. Income is not a factor. Poor Asians kids outpace Hispanics and AA kids within 6 months, low income whites within a year, and middle income white kids within 2 years of entering an American school.

It might be accurate that Spanish speaking kids stay in ESOL longer than kids of Asian descent. But PP's assertion that this is due to a failure to value education or to "assimilate with English" is racist and flawed.

Because of geography and the economics of trans-continental immigration, Asian immigrant children are likely to have been well-educated back home, and to have some English language exposure before arrival. That's a HUGE structural advantage over Central American kids who may have little formal education and zero English language exposure.

Basically, PP is taking one true thing (Asian immigrants spend less time in ESOL than Hispanic immigrants) and turning into a story about innate intelligence/desire to learn rather than focusing on the real issue, which is the massive differences between these immigrant groups.

[Anonymous]

Anonymous wrote:Because the complaints among the Asian American parents are first world problems. When half the kids in your district aren’t fed, aren’t meeting grade level standards, and are adversely impacted by covid, poverty, and unemployment, it’s hard to care about who gets into magnet programs.

Then why has MCPS made it such a priority? That's the question. Instead of focusing on things like parent outreach and free after school enrichment they poured lots of money and time into reworking the magnet programs for a small handful of children.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Because Asians take education seriously no matter what their income level. They are barely in ESOL. Their parents learn English relatively fast. They are Usually are discriminated AGAINST for magnets and still do well overall. They don’t have issues of neglect. So MCPS ignores them.

They are more concerned with hispanics because their parents don’t care about education or assimilating with English.

This is really racist.

Not the PP but it is accurate. Spanish speaking kids are in ESOL for average of 4 years. Asians in ESOL the average is 8 months. Income is not a factor. Poor Asians kids outpace Hispanics and AA kids within 6 months, low income whites within a year, and middle income white kids within 2 years of entering an American school.

It might be accurate that Spanish speaking kids stay in ESOL longer than kids of Asian descent. But PP's assertion that this is due to a failure to value education or to "assimilate with English" is racist and flawed.

Because of geography and the economics of trans-continental immigration, Asian immigrant children are likely to have been well-educated back home, and to have some English language exposure before arrival. That's a HUGE structural advantage over Central American kids who may have little formal education and zero English language exposure.

Basically, PP is taking one true thing (Asian immigrants spend less time in ESOL than Hispanic immigrants) and turning into a story about innate intelligence/desire to learn rather than focusing on the real issue, which is the massive differences between these immigrant groups.

NP. PP never said that.
I think you're wrong that Asian immigrant children are likely to have been well-educated back at home. Where are you getting that? This is such a stereotype.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Because the complaints among the Asian American parents are first world problems. When half the kids in your district aren’t fed, aren’t meeting grade level standards, and are adversely impacted by covid, poverty, and unemployment, it’s hard to care about who gets into magnet programs.

Then why has MCPS made it such a priority? That's the question. Instead of focusing on things like parent outreach and free after school enrichment they poured lots of money and time into reworking the magnet programs for a small handful of children.

I thought they reworked it to reach a broader group of children?

[Anonymous]

It's still just a single-digit percent of the whole county.

[Anonymous]

Anonymous wrote:Because the complaints among the Asian American parents are first world problems. When half the kids in your district aren’t fed, aren’t meeting grade level standards, and are adversely impacted by covid, poverty, and unemployment, it’s hard to care about who gets into magnet programs.

What are you rambling about? Asians can be low income. The county is doing a huge amount with food assistance as are many private organizations and individual schools. These issues were also pre-covid and funny thing, people like you didn't care or did MCPS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Because the complaints among the Asian American parents are first world problems. When half the kids in your district aren’t fed, aren’t meeting grade level standards, and are adversely impacted by covid, poverty, and unemployment, it’s hard to care about who gets into magnet programs.

Then why has MCPS made it such a priority? That's the question. Instead of focusing on things like parent outreach and free after school enrichment they poured lots of money and time into reworking the magnet programs for a small handful of children.

After school enrichment is on the individual school. Our MS has lots of after school programs, lunches with librarians and in person has a very strong after care program for free.

[Anonymous]

Because there is "Asian Lives Matter" organization stirring shit up against them in the media.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Because the complaints among the Asian American parents are first world problems. When half the kids in your district aren’t fed, aren’t meeting grade level standards, and are adversely impacted by covid, poverty, and unemployment, it’s hard to care about who gets into magnet programs.

Then why has MCPS made it such a priority? That's the question. Instead of focusing on things like parent outreach and free after school enrichment they poured lots of money and time into reworking the magnet programs for a small handful of children.

Are you serious with this?? MCPS has parent coordinators in certain schools, and entire Parent Academy with workshops, chats, discussion, Various community meetings that students can attend for SSL credit, are focusing on SE learning, haven offered Saturday academy/Summer sessions, have various Tutor options available, not to mention a host of clubs/organizations/sports that students can participate including intramurals.

[Anonymous]

NP. PP never said that.
I think you're wrong that Asian immigrant children are likely to have been well-educated back at home. Where are you getting that? This is such a stereotype.

So, there's not easily accessed data on levels of schooling before immigration for minor children, but let's assume that parental education is a decent proxy for whether a minor immigrant was enrolled in school before arrival.

66 percent of Southeastern Asian immigrants had some college before arriving in the United States

81 percent of South Asians had some college before arrival. Only 5% had less than a 9th grade education.

Only 27 percent of Central Americans had some college before arrival and 30% had less than a 9th grade education before arrival.

So, yes, there are massive structural differences between these immigrant groups that could explain disparate outcomes, beyond whether they "value education and assimilation."