The Pygmalion Effect on Low-Income Asian Americans in the U.S. Education System

Abstract

The Pygmalion effect, a psychological phenomenon in which high expectations lead to improved performance, is commonly seen as a positive force in educational settings. However, when applied broadly and stereotypically, it can create harm—particularly for low-income Asian American students in the U.S. education system. While the "model minority" myth describes Asian Americans as universally high-achieving and economically successful, this stereotype creates economic disparities among Asian subgroups. As a result, low-income East and Southeast Asian students are often overlooked for need-based financial aid and educational support, facing pressure to meet unrealistic standards without the proper resources. This paper explores how the Pygmalion effect contributes to income-based educational inequalities. It also highlights the need for complete data collection and policy reforms to ensure that low-income Asian American students receive equal access to educational opportunities and support systems.