Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So sick of you people saying ASIAN as if y
It is one culture!
Do you mean
Japanese
Korean
Cambodian
Vietnamese
Chinese
Which one
Racist m ***^***^**

Huh? No Indians, Pakistanis, Bangladeshis? What about Central Asians too? I get what you are saying, but please look in the mirror.

Huh?
I was giving examples not every culture dummy.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While everyone's experience is unique, here is what I noticed:

1. Asian American parents do not generally view a STEM classroom as a place where a child learns; rather, they expect a child to study ahead and REVIEW in a math / science classroom. While the school overall is 40% Asian, the advanced math classes will have a much larger percent of Asian students. Most of them will be reviewing the material, not learning it for the first time. If you do not naturally come from that tradition, you need to plan accordingly.

2. If your child is a good student, he/she needs to be very comfortable being possibly the only non-Asian student in a class or (more commonly) an academic extracurricular activity, such as math team, physics team, orroboytics team.

I was just about to write the same thing. My son was the only non-Asian in his AP science class last year.

So??? Why does that matter? I have never even thought to ask the racial makeup of the kids in my child's classes at Churchill and my child never thought to tell me.

It matters because at those schools, a non-Asian child will need to be comfortable being different, especially if they intend to excel in STEM. It is actually a stellar life skill. It is not at all a negative. But if a child says to himself that a particular class or activity is only appropriate for Asians to pursue, that child will miss on the exact academic opportunites that the parents are killing themselves paying their mortgages for. It is very natural for any child to feel uncomfortable being the only person of different heritage in a room of 30, 40, 50 peers. That discomfort must be eradicated, and that - unlike learning physics or calculus - must come from home.

As a mom of white female and white male STEM students at Churchill, the racial makeup of the classroom in their AP STEM classes never made them uncomfortable or was ever a factor in the decisions they made when choosing their classes. Many posters on this thread who have never had children in our school are making assumptions based on false stereotypes.

That is a credit to you and to your children. We child did attend Churchill for a year before testing into one of the magnets. One of the years in her middle school, she was the only non-Asian child on a 50-member math team. She had a great experience, as did your children.

Anonymous wrote:

Anonymous wrote:Get out of your bubbles! People who look alike or share the same culture are clannish - they tend to stick with what's familiar. It's not racists to point out an obvious behavior. See all the Little Italys and Chinatowns.

First, please read up on why Chinatowns were created. Next, this clannish culture you talk about is present in ALL cultures- American whites and blacks included. Not just in some immigrant cultures as what was stated in a previous post.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While everyone's experience is unique, here is what I noticed:

1. Asian American parents do not generally view a STEM classroom as a place where a child learns; rather, they expect a child to study ahead and REVIEW in a math / science classroom. While the school overall is 40% Asian, the advanced math classes will have a much larger percent of Asian students. Most of them will be reviewing the material, not learning it for the first time. If you do not naturally come from that tradition, you need to plan accordingly.

2. If your child is a good student, he/she needs to be very comfortable being possibly the only non-Asian student in a class or (more commonly) an academic extracurricular activity, such as math team, physics team, orroboytics team.

I was just about to write the same thing. My son was the only non-Asian in his AP science class last year.

So??? Why does that matter? I have never even thought to ask the racial makeup of the kids in my child's classes at Churchill and my child never thought to tell me.

It matters because at those schools, a non-Asian child will need to be comfortable being different, especially if they intend to excel in STEM. It is actually a stellar life skill. It is not at all a negative. But if a child says to himself that a particular class or activity is only appropriate for Asians to pursue, that child will miss on the exact academic opportunites that the parents are killing themselves paying their mortgages for. It is very natural for any child to feel uncomfortable being the only person of different heritage in a room of 30, 40, 50 peers. That discomfort must be eradicated, and that - unlike learning physics or calculus - must come from home.

As a mom of white female and white male STEM students at Churchill, the racial makeup of the classroom in their AP STEM classes never made them uncomfortable or was ever a factor in the decisions they made when choosing their classes. Many posters on this thread who have never had children in our school are making assumptions based on false stereotypes.

Anonymous wrote:

Anonymous wrote:So sick of you people saying ASIAN as if y
It is one culture!
Do you mean
Japanese
Korean
Cambodian
Vietnamese
Chinese
Which one
Racist m ***^***^**

Huh? No Indians, Pakistanis, Bangladeshis? What about Central Asians too? I get what you are saying, but please look in the mirror.

Anonymous wrote:So sick of you people saying ASIAN as if y
It is one culture!
Do you mean
Japanese
Korean
Cambodian
Vietnamese
Chinese
Which one
Racist m ***^***^**

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While everyone's experience is unique, here is what I noticed:

1. Asian American parents do not generally view a STEM classroom as a place where a child learns; rather, they expect a child to study ahead and REVIEW in a math / science classroom. While the school overall is 40% Asian, the advanced math classes will have a much larger percent of Asian students. Most of them will be reviewing the material, not learning it for the first time. If you do not naturally come from that tradition, you need to plan accordingly.

2. If your child is a good student, he/she needs to be very comfortable being possibly the only non-Asian student in a class or (more commonly) an academic extracurricular activity, such as math team, physics team, orroboytics team.

I was just about to write the same thing. My son was the only non-Asian in his AP science class last year.

So??? Why does that matter? I have never even thought to ask the racial makeup of the kids in my child's classes at Churchill and my child never thought to tell me.

It matters because at those schools, a non-Asian child will need to be comfortable being different, especially if they intend to excel in STEM. It is actually a stellar life skill. It is not at all a negative. But if a child says to himself that a particular class or activity is only appropriate for Asians to pursue, that child will miss on the exact academic opportunites that the parents are killing themselves paying their mortgages for. It is very natural for any child to feel uncomfortable being the only person of different heritage in a room of 30, 40, 50 peers. That discomfort must be eradicated, and that - unlike learning physics or calculus - must come from home.

Anonymous wrote:This post is most certainly racist.

I attended Churchill high and it was competitive yes, but actually crazily diverse. I had friends from families who had immigrated from many different countries, Asia and otherwise, as well as friends who were Jewish, Mormon, Muslim and Catholic (I was raised Protestant).

If I do have one complaint about a school like Churchill it’s not the number of Asian people but the number of RICH and entitled people.

Anonymous wrote:

Anonymous wrote:Kinda racist but yes, it is much more stressful for the kids, especially at the high school level. DD will be a 12th grader in the fall at Wootton high school and I am super happy for her that she can finally get out of the school. The environment is so toxic, cutthroat, and competitive. She is an above average student but had struggled so much in her classes because she always felt so dumb even though she was a great student. It is hard for her to be active in the community as well since everyone is fighting so hard for the leadership positions in student activities. Trust me, I never would thought that these problems could arise after we researched for so long trying to find the right schools. I doubt it is that bad at the elementary or middle school level though. Would have preferred to send DD to QO, RM, or even Churchill which all seem much more well-rounded. Obviously for some students this type of environment is good but for others it can be horrible.

My kid's middle school (Rocky Hill MS) is plurality Asian-heritage students, and it's not like that. Maybe an Asian-heritage plurality is not the cause of the things you dislike about Wootton.

Anonymous wrote:Get out of your bubbles! People who look alike or share the same culture are clannish - they tend to stick with what's familiar. It's not racists to point out an obvious behavior. See all the Little Italys and Chinatowns.

Anonymous wrote:Get out of your bubbles! People who look alike or share the same culture are clannish - they tend to stick with what's familiar. It's not racists to point out an obvious behavior. See all the Little Italys and Chinatowns.