Who is a Whiz Kid?

by Ted Gup

Shortly after joining a national magazine some years ago as a writer, I found myself watching in horror as the week’s cover story was prepared. The story was about “Asian-American whiz kids,” and it featured a series of six student portraits, each face radiating with an intellectual brilliance. Being new to the enterprise, I was at first tentative in my criticism, cautioning that such a story was inherently biased and fueled racial and ethnic stereotypes. My criticism was dismissed. “This is something good we are saying about them,” one top editor remarked. I reduced my criticism to writing. “What,” I asked, “would be the response if the cover were about ‘Jewish whiz kids’? Would anyone really dare to produce such an obviously offensive story?” My memo was ignored. Not long after, the cover appeared on the nation’s newsstands, and the criticism began to fly. The editors were taken aback.

As a former Fulbright Scholar to China I have long taken a strong interest in the portrayal of Asian-Americans. But my interest went well beyond the academic. Even as the cover was being prepared, I was waiting to adopt my first son from Korea. His name was to be David. He was five months old when he arrived. This did not stop even some otherwise sophisticated friends from volunteering that he would no doubt be a good student. Probably a mathematician, they opined, with a tone that uncomfortably straddled jest and prediction. I tried to take it all with good humor, this idea that a five-month-old who could not yet sit up, speak a word or control his bowels was already destined for academic greatness. Even his major seemed foreordained.

Many Asian-Americans seem to walk an uneasy line between taking pride in their remarkable achievements and needing to shake off stereotypes. The jokes abound. There is the apocryphal parent who asks, “Where is the other point?” when his or her child scores a 99 on a test. Another familiar refrain has the young Asian-American student enumerating his or her hobbies: “studying, studying and more studying.”

Several months after David arrived he and I entered a small mom-and-pop convenience store in our neighborhood. The owners were Korean. I noticed that the husband, standing behind the cash register, was eyeing my son. “Is he Korean?” he asked. “Yes,” I nodded. He reached out for him and took him into his arms. “He’ll be good in math,” declared the man. “My God,” I muttered. Not him, too!

It was preposterous. It was funny. And it was unnerving. Embedded in such elevated expectations were real threats to my son. Suppose, I wondered, he should turn out to be only a mediocre student, or, worse yet, not a student at all. I resented the stereotypes and saw them for what they were, the other side of the coin of racism. It is easy to delude one’s self into thinking it harmless to offer racial compliments, but that is an inherent contradiction in terms. Such sweeping descriptives, be they negative or positive, deny the one thing most precious to all peoples — individuality. These stereotypes are pernicious for two reasons. First, such attributes are relative and tend to pit one race against another. Witness the seething enmity in many inner cities between Korean store owners and their African American patrons. Stereotypes that hint at superiority in one race implicitly suggest inferiority in another. They are ultimately divisive, and in their most virulent form, even deadly. Who can forget the costs of the Aryan myth?

Such stereotypes also place a crushing burden on Asian-Americans. Few would deny that disproportionate numbers of Asian surnames appear each year among the winners of the Westinghouse Science prizes or in the ranks of National Merit Scholars. But it might be a reflection of parental influences, personal commitment and cultural predilections, not genetic predisposition. A decade ago, as a Fulbright Lecturer in Bejing, I saw firsthand the staggering hours my Chinese students devoted to their studies. Were my students in the United States to invest similar time in their books I would have every reason to expect similar results.

I have often been told that Koreans are the “Jews of Asia,” a reference to both their reported skills in business and their inherent intelligence. As a Jew, I cannot help but wince at such descriptions. I remember being one of the very few of my faith in a Midwest boarding school. There were many presumptions weighing on me, most of them grounded in my religion. My own classroom performance almost single handedly disabused my teachers of the myth that Jews were academically gifted. I barely made it through. Whether it was a lack of intelligence or simple rebellion against expectation, I do not know. I do know that more than once the fact that I was Jewish was raised as evidence that I could and should be doing better. Expectations based on race, be they raised or lowered, are no less galling.

David is now in the first grade. He is already taking math with the second graders and asking me about square roots and percentiles. I think back to the Korean merchant who took him in his arms and pronounced him a math whiz. Was he right? Do Asian-Americans have it easier, endowed with some special strand of DNA? The answer is a resounding no. Especially in our house. My son David has learning disabilities to overcome and what progress he has made is individual in the purest and most heroic sense. No one can or should take that away from him, suggesting that he is just another wunderkind belonging to a favored race.

A year after my first son arrived, we adopted his brother from Korea. His name is Matthew. Let it be known that Matthew couldn’t care less about math. He’s a bug man. Slugs and earthworms. I suspect he will never be featured on any cover stories about Asian American whiz kids, but I will continue to resist anything and anyone who attempts to dictate either his interests or his abilities based on race or place of birth. Bugs are fine by me and should be more than fine by him.

This article originally appeared in Newsweek, reprinted with permission.

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