Editing Model minority (section)

=====Cultural differences=====
Cultural factors are thought to be part of the reason why East Asian Americans are successful in the United States. East Asian societies often place more resources and emphasis on education.<ref>{{Cite journal|last1=Haibin|first1=Li|last2=Martin|first2=Andrew|last3=Yeung|first3=Wei-Jun|date=Summer 2017|title=Academic Risk and Resilience for Children and Young People in Asia|journal=Educational Psychology|volume=379|issue=8|pages=921–929|doi=10.1080/01443410.2017.1331973|doi-access=free}}</ref> For example, [[Confucianism in the United States|Confucian tenets]] and [[Chinese culture]] places great value on work ethic and the pursuit of knowledge. In [[Four occupations#Scholar-Officials|traditional Chinese social stratification]], scholars were ranked at the top—well above [[Businessperson|businessmen]] and [[Land tenure|landowners]]. This view of knowledge is evident in the modern lifestyle of many East Asian American families, where the whole family puts emphasis on education and parents will make it their priority to push their children to study and achieve high marks.<ref>{{Cite news|url=http://www.pewsocialtrends.org/2012/06/19/the-rise-of-asian-americans/|title=The Rise of Asian Americans|date=2012-06-19|work=Pew Research Center's Social & Demographic Trends Project|access-date=2018-04-10}}</ref> Similar cultural tendencies and values are found in South Asian American families,<ref>{{cite journal |last1=Anh |first1=Nguyen The |title=New Lamps for Old: The Transformation of the Vietnamese Administrative Elite. By Truong Buu Lam with the collaboration of Mai Van Lam. Singapore: Institute of Southeast Asian Studies, 1982. (Occasional Paper, no. 66.) 60 pp. $7.45 (paper) |journal=The Journal of Asian Studies |date=May 1987 |volume=46 |issue=2 |pages=463–464 |doi=10.2307/2056074 |jstor=2056074 |s2cid=163512823 }}</ref> whose children similarly face extra pressure by parents to succeed in school and to achieve high-ranked jobs. Although pressure is often perceived as a way to help East Asian American descendants achieve greater success, it can be used as a way to provide better income and living status for families.<ref>{{cite journal |last1=Sue |first1=Stanley |last2=Okazaki |first2=Sumie |title=Asian-American educational achievements: A phenomenon in search of an explanation. |journal=American Psychologist |date=1990 |volume=45 |issue=8 |pages=913–920 |doi=10.1037/0003-066X.45.8.913 |pmid=2221563 }}</ref> In other words, much of the East Asian American success in the United States can be due to the stereotypical yet favorable characteristics that their background holds.<ref name="Goyette-Xie">{{Cite journal |last1=Goyette |last2=Xie |first1=Kimberly |first2=Yu |year=1999 |title=Educational Expectations of Asian American Youths: Determinants and Ethnic Differences |jstor=2673184 |journal=Sociology of Education |volume=72 |issue=1 |pages=22–36 |doi=10.2307/2673184 }}</ref> In most cases, East Asians such as Chinese, Japanese, Korean, and [[Taiwanese Americans]] hold a high position in terms of successful educational goals.<ref name="Goyette-Xie" />

Others counter this notion of culture as a driving force, as it ignores [[Immigration law|immigration policies]].<ref name="The Source of the 'Asian Advantage' Isn't Asian Values NBC News" /> In the mid-1800s, Asian immigrants were recruited in the United States as laborers for agriculture and to aid in the building of the first [[transcontinental railroad]]. Many worked for low wages in the harshest conditions. [[Confucianism|Confucian values]] were not seen as a key to success. It was only until the ''[[Immigration and Nationality Act of 1965]]'' changed the way Asians were seen, as Asians with higher education backgrounds were selectively chosen from a larger pool of the Asian population.<ref name="YananWang" /><ref name="The Source of the 'Asian Advantage' Isn't Asian Values NBC News" />

Further, it has also been argued the myth of the Confucian emphasis on education is [[Counterfactual thinking|counterfactual]]. It also implies Asians are a monolithic group, and ignores the fact that the most educated group of Asian immigrants in the U.S. are Indians, for whom [[Confucius]] is virtually non-existent in their upbringing.<ref name="YananWang" /> It has also been argued that [[Self-selection bias|self-selecting]] immigrants do not represent the actual Asian American population as a whole, nor the populations of their home countries. While 50% of Chinese immigrants in the U.S. have a bachelor's degree, only 5% of the population does in their native China.<ref name="YananWang" /> Lastly, if Confucian culture played a vital part of Asian culture, Chinese immigrant children would perform consistently around the world, yet [[Chinese people in Spain|second-generation Chinese immigrants]] in [[Chinese people in Spain|Spain]] are the lowest academic achievers among immigrant groups in the country, and less than half are expected to graduate from middle school.<ref name="YananWang" />