ABSTRACT
Current demographic data are presented as context, followed by a review of literature examining research relevant to Asian American education in general and for the education of gifted Asian Americans in particular. The literature on Asian Americans in general examines several topics pertinent to educators interested in the academic performance and social-emotional adjustment of these students, including cultural values and attitudes, ethnic identity and coping strategies, and culture- and experience-based learning style preferences. Research on Asian American students’ ethnic identity and coping strategies stems in part from increased recognition that ethnic and language discrimination are endemic to being Asian American and that experiences with racism adversely affect physical and mental health. Suzuki has observed that with efforts over time to more accurately describe the nature and experiences of Asian Americans, both social scientists and the media have been more hesitant to invoke the model minority stereotype.
