Study Guide for Exam 2

Question 1

Discuss the “Model Minority” belief about Asians in the U.S. What are some of the impacts of this belief on members of the Asian community?

Answer 1

• Asians are targets of resentment because they are put into uncomfortable comparative position with other ethnic groups
• Social problems may be ignored making it difficult to receive help in dealing with these problems
• the needs go unmet and contribute to higher dropout rate.
• overrepresented in programs for the gifted, and are underrepresented in special education programs
• they are 1/3 as likely as african americans to be in programs for students with learning disabilities

Question 2

Describe characteristics of Asian family life

Answer 2

• Family is the basic societal unit and the cnetral focus of an individual’s life
• Filial Piety is a strong value
• Most are patriarchal
• Eldest and son’s have high respect
• HIgh emphasis on family interdependence and conformity
• Role relationships with hierarchy = confucian

Question 3

Describe child raising practices

Answer 3

• infants are carried frequently and attended to immediately if they cry
• they may sleep with their parents
• learn to heavily rely on nonverbal cues from caregivers
• feed their children and take care of their needs (dressing, bathing etc.)
• Children are responsible for learning culturally valued behaviors through observing their needs
• they should be self-restrained, quiet
• do not focus on individual growth or development
• Children may stay home as long as they are unmarried

Question 4

How do Asians generally view education? What is its role?

Answer 4

• Ed levels and literacy rates vary widely
• Hmong students in the U.S. enter school preliterate and w/o any school experience
• Asian American children attend preschool at a higher rate
• Many asians have a great respect for learning and view education for their children as a way out of poverty
• Have high expectations for their children’s educational attainment
• Asian children focus more single-mindedly on their school work
• Asian parents praise their children less frequently
• SOME see themselves as active agents in their children’s learning and work diligently at home with their children vs. SOME think it’s the “schools job” and are reluctant to to participate

Question 5

Summarize beliefs about Asian health care and disabling conditions that might impact provision of speech-language services to Asian children.

Answer 5

• South Asians have the highest rates of employer-sponsored health coverage
• lack of health insurance in Koreans are due to ownership of or high employment of small business that don’t offer it
• learning problems were associated with fate, stubbornness or laziness and strict discipline made them work harder
• students with severe physical conditions are potentially shameful and a burden on the family
• define healthy problemsand disability in spiritual terms
• disabling conditions occur because one’s fate and that nothing can or should be done
• birth defects/disabilities are results from sins committed by parents
• parents fell it’s a sign of their own personal failure
• caring for the disabled is the families job not the school or other agencies
• People visit religious shrines or temples to seek healing

Question 6

What specific characteristics of Asians’ communication styles might impact their relationships with SLPs?

Answer 6

• Asian languages have formal rules of communication propriety based on status of each of the participants in the conversation
• they avoid public confrontations and open competition
• are indirect in their communication
• direct eye contact may be considered rude and or challenge
• “yes” may simply be acknowledgement and not indicate agreement with the comments
• value silence
• considered unacceptable to touch other’s on the head
• do not violate space boundaries
• honorifics and formalities are the norm

Question 7

What practical suggestions will you include in this inservice for Asian families?

Answer 7

• shaking hands with someone of the opposite sex may be unacceptable
• left hand isunclean
• older members addressed first
• hesitate to volunteer because they’re the professional
• families say “yes” = I hear you vs. “i agree”
• best to establish rapport
• recommendations for EI are not greeted with enthusiasm because in their culture theyre taught through nonverbal cues
• there is limited tolerance for disabilities
• dress formally
• believe bilingual classes are inferior
• appear passive in classrooms

Question 8

What is the best way to teach asian students?

Answer 8

using cooperative learning activities are culturally congruent for these students and may be their most comfortable way

-gently introduce tasks requiring them to express themselves

Question 9

Describe what beliefs many Pacific Islanders hold about disabilities.

Answer 9

• Some protect disabled children and do not expect them to be independent
• Hawaiins think phys dis = spiritual causes; and beyond the control of human beings
• Some view a disability as god’s gift and they should be cared for and protected
• Samoans have intolerance for disabilities and that it’s a sign of god’s displeasure with the family; they are hidden from public view and do not attend school

Question 10

Describe specific challenges that Pacific Islander students may experience in U.S. schools.

Answer 10

• on the islands it is very relaxed, absence is high, books are in short supply, and classes are unstructured and informal –> there is a major adjustment to go from Island schools to mainland schools in the U.S.
• there is a high percentage of dropouts
• values in school conflict with those of home
• children are generally not expected to speak in class because they are taught to be obedient and unacceptable to speak to adults

Question 11

What are some important things you will keep in mind as you prepare to serve PI population?

Answer 11

• Families may be late for meetings or not come at all
• should not assume bio parents are in charge of students
• they want their kids to jump in and work
• should formal when addressing authority figure
• it is common to see physical abuse and punishment
• primary language may be difficult to identify
• rely heavily on info from parents and teachers
• converse in a sitting position
• ask open-ended questions
• have a holistic approach to problems

Question 12

Important considersations for Islander students?

Answer 12

• just because they are verbally fluent does not mean they have the language skills necessary to perform effectively in classroom reading and writing activities
• they come from low SES
• encourage buddy system
• increase knowledge of home language
• become familiar with sociolinguistic/pragmatic rules
• they are taught to be quiet, observant, and not to challenge authority which conflicts for their expectations at home
• teach students how to interact with adults at school and codeswitch
• teach them story telling skills
• provide opp for culturally responsive learning
• provide summer orientation programs
• learn more efficiently if opportunities for cooperative learning are provided

Question 13

What types of Arab cultural variables might impact assessment and intervention services provided by SLPs?

Answer 13

• generosity, bravery, friendship and hospitality are valued
• do not talk much during meals and women sometimes eat seperate from them
• left hand is unclean
• no concept of privacy
• relaxed attitude about time
• tend to have conservative and demands to conformity
• acceptable for friends of the same sex to show public affection
• no premarital chastity, girls go to separate schools and are looked upon lower than boys

Question 14

Discuss characteristics of Arab families that SLPs should keep in mind in order to provide culturally sensitive and appropriate services.

Answer 14

• primary focus of loyalty for many middle easterners
• multigenerational families are common
• major life goal is that children get marries and procreation is high priority
• divorce is rare
• arranged marriages are common, first or second cousins = higher incidence of genetic disorders such as down syndrome
• polygamy is practiced
• father is head of household = patriarch
• fathers take little responsibility for kids until their 4 or 5 in boys
• boys are expected to be aggressive and decisive
• children do not interrupt adults
• parent-child bonding not independence/indiv

Question 15

Compare and contrast Arab and Western communication styles and education and literacy styles

Answer 15

• speak loud in convos = sincerity and strength
• speak rapidly
• good personal relationshhips is the most important factor
• look directly into the eyes of the person w whom theyre communicating with
• but it is a taboo for a woman to look at the man in the eye
• verbal eloquence is highly praised
• highly value displays of emotion that we see as immature
• difficult to get obtain a direct answer from an arab = inshalla
• do not say no
• communication is indirect
• do not cross legs or stretch them out
• tuning out is accepted and valued
• stand or sit close to other persons
• titles are used
• lack of eye contact with opposite sex to show respect