Truth or myth: Chinese Americans as a “model minority” from childhood to adolescenceIntroductionThe United States is the one of the most culturally pluralist nations in the world. As our schools become more diverse, the mission to improve the education of all children invests now in future prosperity. The disparity in educational outcomes between different ethnic groups therefore continues to baffle and disturb educators, academics and policy makers. Asian Americans, of which Chinese Americans constitute the largest group, have recently been seen as a "model minority" who have found their place in the United States through an emphasis on the level of education. The academic success of Chinese Americans can be attributed to their cultural heritage, family support, effort, discipline, attendance, and respect for authorities. However, Chinese Americans represent a heterogeneous group with marked variation within the group. I argue that the minority model, if accepted without question, leads people to oversimplify their knowledge and often make incorrect assumptions about ethnic groups and individuals (Wong, 2011). This is nowhere near enough to represent the academic experience of many Chinese Americans, and it fails to recognize the adjustment challenges these students face. Meanwhile, the achievements of some Chinese Americans should not serve as a formula for success for other minorities, and we should be careful about the policy implications behind them.Explanations of the Model Minority Phenomenon: A historical perspectiveIn an effort to disentangle myths from realities, a historical perspective must be adopted to examine the traditions of the Chinese motherland, the roots of these cultural values ​​and practices... middle of article...... perspectives of Limited employment, negative teacher attitudes, being born to poor parents and feelings of alienation and anger still exist in our society today and still prevent students from ethnic groups from succeeding. While it is tempting to promote the image that Chinese Americans have overcome these obstacles through their efforts, others may be unwilling or unable to adopt the same strategy. Each ethnic group has its own culture, values, and sociopolitical experiences in the United States; there is therefore no simple solution to motivate all children to succeed in their studies. Instead of placing too much emphasis on the innate abilities and efforts of certain students from certain racial groups, it is worth thinking about whether our schools, teachers, programs, and society serve incentive or disincentive for their success..