Ethnicity is not the issue, but maybe coaching is

It was surprising and disappointing to be confronted with such a blatantly racist article on the front page of the Herald ("Top school's secret weapon: 95% of students of migrant heritage'', September 14). Most of the students referred to were born in Australia, but apparently if you have parents from an Asian background you will always be defined by your ethnic heritage. Placing such a great emphasis on ethnicity undermines the efforts of individual students. Racial advantage did not allow them entrance into the state's top schools, only their hardworking attitudes, as perhaps influenced by their family background. Yes, academic success is very important to these students and parents, but to say selective schools ignore the relevance of an all-round education is myopic. As a former student of James Ruse, I can testify that students there are highly involved in such ''well rounded'' endeavours as musicals, knitting clubs, drama showcases and sport. Advertisement: Story continues below How multicultural can Australia truly be if ethnic background continues to define public discourse? Melissa Chen Darlington Every time the ''Asianisation'' of selective schools hits the media, there is an outbreak of racism. The defenders of the current situation invariably claim (overtly or covertly) that it is the result of the laziness of non-Asians. Imagine the reaction if the Herald published a letter suggesting low educational outcomes for Aborigines were the result of their laziness. The reality, of course, is that Asian families have learned how to game the system, through the use of coaching colleges and tutors. This reflects a view that the predominant purpose of the education system is to achieve a high-income, high-status job. Parents who cling to the notion that education is something other than a business tool will continue to lag behind. And, unless the government revamps the system, selective schools will continue to be crammers for medicine and law. Stephen Magee Epping A few weeks ago I would have agreed with the sentiments in yesterday's letters. I now have a different view, after a family member approached a tuition college to prepare her daughter for next year's selective schools test. The year 5 student had to do an admission test that included year 6 work Rosetta Stone Spanish Latin , which was already being taught to year 5 students at this college. The program involved attendance from 9am to 5pm throughout the coming school holidays, three hours one day after school, another three hours every Saturday, and college homework. This child already has two after-school activities and school homework, and will not be taking part in the intensive hot-housing that is the life of most selective school applicants. Joan Loke Frenchs Forest Yet another dog-whistling article about Asian kids overrunning our selective schools. I am getting used to the Herald painting me and my ilk as humourless automatons and social misfits. But I am surprised to find my parents forced me to study hard so they would be rolling in glory and power. I haven't seen much of that. And I am not sure where you got the impression that Chinese parents don't like their toddlers wasting time playing: I know many Chinese parents and their children have lots of toys, and seem happy. The most astounding comment, from Richard Teese, is that pooling academic resources is a zero-sum game. So shall we disband the Conservatorium of Music? Shall we tell the Americans to abolish MIT or Caltech? But hey, those places are full of Indian and oriental doctoral students doing high-level research. Damn, more robots. Philip Yeung Ultimo Many years ago I taught a three-unit mathematics (extension 1) class at Cabramatta High School. It was a comprehensive school in an area where migrant families could afford to live. Every student had earned a place in the class based on year 10 results. We had a double lesson on Wednesdays before lunch and another lesson on Thursday mornings. The overseas students spent Wednesday lunch time in the library, studying and doing homework, then after school they worked for their parents. On Thursday mornings they were ready to go again.

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