Consistent with the assertiveness mechanism, EAs’ underperformance was more pronounced in “social” courses emphasizing class participation (e.g., leadership, strategy) than in “quantitative” courses (e.g., accounting, finance).
Consistent with our proposition, six studies of students at top US law schools ( n = 11,043) and business schools ( n = 8,151) revealed that EAs had lower grades than SAs and Whites, an effect mediated by EAs’ lower assertiveness. * We propose that EAs-but not SAs-underperform academically because their cultural habit of unassertiveness is incongruent with the assertive class participation prized by US law schools and business schools. Whereas most educational and governmental statistics lump all Asians together, we distinguish culturally between EAs (e.g., ethnic Chinese, Japanese, Koreans) and South Asians (SAs e.g., ethnic Indians, Pakistanis), the two largest Asian ethnic groups in the United States ( 9). We challenge this stereotype by revealing the underperformance of ethnic East Asians (EAs) in US law schools and business schools, two prevalent and consequential educational settings. By revealing a “Bamboo Ceiling” in the classroom, this research highlights the importance of fostering an inclusive classroom for students from diverse cultural backgrounds. Notably, we found that East Asians’ underperformance was mitigated in online classes conducted via Zoom, a communication medium characterized by lower social presence than in-person classes. Consistent with the assertiveness mechanism, East Asians’ underperformance was more pronounced in social courses emphasizing class participation (e.g., leadership, strategy) than in quantitative courses (e.g., accounting, finance). East Asians’ underperformance was not explained by academic motivation but by lower assertiveness (whether assessed by self-ratings, peer ratings, or class participation scores)-after controlling for factors such as birth country and English proficiency. Across six large studies ( n = 19,194), East Asians had lower grades than South Asians and Whites despite performing well on admission tests (e.g., Law School Admission Test, Graduate Management Admissions Test). We propose that East Asians-but not South Asians-underperform academically because their low verbal assertiveness is culturally incongruent with the assertive class participation prized by US law schools and business schools.
Whereas most educational and governmental statistics lump all Asians together, we distinguish culturally between East Asians (e.g., ethnic Chinese) and South Asians (e.g., ethnic Indians), the two largest Asian groups in the United States.
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We challenge this assumption by revealing the underperformance of ethnic East Asians in US law schools and business schools, two prevalent professional schools that are consequential gateways to societal influence. In the United States, Asians are commonly assumed to excel across all educational stages.
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