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Who can seriously claim that a Harvard University that was 72 percent Asian would deliver the same grooming for elite status its students had gone there to receive?

The researcher was talking about what some refer to as the “Bamboo Ceiling”—an invisible barrier that maintains a pyramidal racial structure throughout corporate America, with lots of Asians at junior levels, quite a few in middle management, and virtually none in the higher reaches of leadership. The failure of Asian-Americans to become leaders in the white-collar workplace does not qualify as one of the burning social issues of our time. But it is a part of the bitter undercurrent of Asian-American life that so many Asian graduates of elite universities find that meritocracy as they have understood it comes to an abrupt end after graduation

It’s racist to think that any given Asian individual is unlikely to be creative or risk-taking. It’s simple cultural observation to say that a group whose education has historically focused on rote memorization and “pumping the iron of math” is, on aggregate, unlikely to yield many people inclined to challenge authority or break with inherited ways of doing things.

Leadership Education for Asian Pacifics. LEAP has parsed the complicated social dynamics responsible for the dearth of Asian-American leaders and has designed training programs that flatter Asian people even as it teaches them to change their behavior to suit white-American expectations. Asians who enter a LEAP program are constantly assured that they will be able to “keep your values, while acquiring new skills,” along the way to becoming “culturally competent leaders.”

The law professor and writer Tim Wu grew up in Canada with a white mother and a Taiwanese father, which allows him an interesting perspective on how whites and Asians perceive each other. After graduating from law school, he took a series of clerkships, and he remembers the subtle ways in which hierarchies were developed among the other young lawyers. “There is this automatic assumption in any legal environment that Asians will have a particular talent for bitter labor,” he says, and then goes on to define the word coolie,a Chinese term for “bitter labor.” “There was this weird self-selection where the Asians would migrate toward the most brutal part of the labor.” By contrast, the white lawyers he encountered had a knack for portraying themselves as above all that. “White people have this instinct that is really important: to give off the impression that they’re only going to do the really important work. You’re a quarterback. It’s a kind of arrogance that Asians are trained not to have. Someone told me not long after I moved to New York that in order to succeed, you have to understand which rules you’re supposed to break. If you break the wrong rules, you’re finished. And so the easiest thing to do is follow all the rules. But then you consign yourself to a lower status. The real trick is understanding what rules are not meant for you.” This idea of a kind of rule-governed rule-breaking—where the rule book was unwritten but passed along in an innate cultural sense—is perhaps the best explanation I have heard of how the Bamboo Ceiling functions in practice. LEAP appears to be very good at helping Asian workers who are already culturally competent become more self-aware of how their culture and appearance impose barriers to advancement.

If the Bamboo Ceiling is ever going to break, it’s probably going to have less to do with any form of behavior assimilation than with the emergence of risk-­takers whose success obviates the need for Asians to meet someone else’s behavioral standard. People like Steve Chen, who was one of the creators of YouTube, or Kai and Charles Huang, who created Guitar Hero. Or Tony Hsieh, the founder of Zappos.com, the online shoe retailer that he sold to Amazon for about a billion dollars in 2009.

though the debate she sparked about Asian-American life has been of questionable value, we will need more people with the same kind of defiance, willing to push themselves into the spotlight and to make some noise, to beat people up, to seduce women, to make mistakes, to become entrepreneurs, to stop doggedly pursuing official paper emblems attesting to their worthiness, to stop thinking those scraps of paper will secure anyone’s happiness, and to dare to be interesting.

So Finland might not be so great after all, partly because its centralised curriculum has ignored certain concepts that are not tested in PISA.

choice is extensive

Do rewards motivate people? Absolutely. They motivate people to get rewards. When people use rewards to motivate, that’s when they’re demotivating.

once an activity is associated with an external reward, people are less inclined to participate in the activity without a reward present.

We want pupils to develop their intrinsic motivation.

The parents of ordinary children had an average of six rules, like specific schedules for homework and bedtime. Parents of highly creative children had an average of fewer than one rule.

“Emphasis was placed on the development of one’s own ethical code.”

parents didn’t dream of raising superstar kids. They weren’t drill sergeants or slave drivers. They responded to the intrinsic motivation of their children. When their children showed interest and enthusiasm in a skill, the parents supported them.

A majority of the tennis stars remembered one thing about their first coaches: They made tennis enjoyable.

Research reveals that the more we practice, the more we become entrenched — trapped in familiar ways of thinking.

what motivates people to practice a skill for thousands of hours? The most reliable answer is passion — discovered through natural curiosity or nurtured through early enjoyable experiences with an activity or many activities.

In fashion, the most original collections come from directors who spend the most time working abroad.

winning a Nobel Prize is less about being a single-minded genius and more about being interested in many things.

Relative to typical scientists, Nobel Prize winners are 22 times more likely to perform as actors, dancers or magicians; 12 times more likely to write poetry, plays or novels; seven times more likely to dabble in arts and crafts; and twice as likely to play an instrument or compose music.

“Love is a better teacher than a sense of duty,” he said.

You can’t program a child to become creative. Try to engineer a certain kind of success, and the best you’ll get is an ambitious robot.

If you want your children to bring original ideas into the world, you need to let them pursue their passions, not yours.

What does research say on these issues? It has consistently failed to find any real advantage of cursive over other forms of handwriting

our real understanding of how children respond to different writing styles is surprisingly patchy and woefully inadequate

Evidence supports teaching both formats of handwriting and then letting each student choose which works best for him or her

So was cursive faster than manuscript? No, it was slower. But fastest of all was a personalized mixture of cursive and manuscript developed spontaneously by pupils around the fourth to fifth grade

They had apparently imbibed manuscript style from their reading experience (it more closely resembles print), even without being taught it explicitly

While pupils writing in cursive were slower on average, their handwriting was also typically more legible than that of pupils taught only manuscript. But the mixed style allowed for greater speed with barely any deficit in legibility.

The grip that cursive has on teaching is sustained by folklore and prejudice

freeing up cognitive resources that are otherwise devoted to the challenge of simply making the more elaborate cursive forms on paper will leave children more articulate and accurate in what they write

for typical children, there’s some reason to think manuscript has advantages

the difference in appearance between cursive and manuscript could inhibit the acquisition of reading skills, making it harder for children to transfer skills between learning to read and learning to write because they simply don’t see cursive in books.

There’s good evidence, both behavioral and neurological, that a “haptic” (touch-related) sense of letter shapes can aid early reading skills, indicating a cognitive interaction between motor production and visual recognition of letters. That’s one reason, incidentally, why it’s valuable to train children to write by hand at all, not just to use a keyboard.

even if being taught both styles might have some advantages, it’s not clear that those cognitive resources and classroom hours couldn’t be better deployed in other ways.

that cursive is still taught primarily because of parental demand and tradition, rather than because there is any scientific basis for its superiority in learning

How much else in education is determined by what’s “right,” rather than what’s supported by evidence?

Beliefs about cursive are something of a hydra: You cut off one head, and another sprouts. These beliefs propagate through both the popular and the scientific literature, in a strange mixture of uncritical reporting and outright invention, which depends on myths often impossible to track to a reliable source.

the reasons to reject cursive handwriting as a formal part of the curriculum far outweigh the reasons to keep it.

it’s often the case that the very lack of hard, objective evidence about an issue, especially in the social sciences, encourages a reliance on dogma instead

There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?