" The Hispanic wage growth can be negatively effected when immigrants enter the labor market, as evidenced by the finding that "the wages of low-skilled Mexican-Americans are lower in labor markets with high concentrations of Mexican immigrants (Papademetriou, 1-7)."


In 2000, there were approximately 2.3 million Chinese-Americans, and today most are achieving a number of successes. Chinese-Americans are seen "as hard-working professionals or small business people, with stable families. The most recent census data indicates that they have median household incomes and educational levels higher than their White counterparts ("


Chinese-Americans have played an essential part of American history. "From building railroads to the earliest rockets, from agriculture to pioneering AIDS research, Chinese-Americans have been at the core of the American infrastructure (Hong)." Chinese-Americans have always been politically active by changing laws that robbed them of their basic civil rights and banned them from owning property.

Internal Factors

Chinese-Americans are "affluent, well educated, high achievers who outperform North American whites in the classroom and the workplace. Chinese males have a 90% high-school-completion rate, as opposed to the white rate of 87%, and those graduating at the top of their class are well acculturated, with high expectations of the workplace and their position in it (Coates)."

As in Mexican-American students, there was a positive link between Chinese-American students were bilingual and academic success. The "bilingual students had higher student retention rates, more graduates, and higher self-esteem. These positive outcomes are associated with the acceptance of distinctive ethnicity (Coates)."

External Factors

Chinese-Americans "have achieved vast success in virtually every field and have gained considerable status economically (Hong)." However, many are looked upon as foreigners, even though they have no accents and observe the same cultural traditions as other Americans. During the 1960's "Chinese-Americans in the South won 'acceptance as honorary Caucasians', and though they never earned full acceptance, they considered this an exemplary achievement (Hong)."


In both Mexican-Americans and Chinese-Americans, there is greater academic achievement in students who are bilingual. These achievements are instrumental in increasing economic and professional performances in each group.

Students in both groups have a higher high school graduation rate if one or both parents are college graduates, further increasing their earning potential.

While both are considered ethnic groups, Chinese-Americans have higher economic and professional accomplishments, compared to Mexican-Americans. Each group is constantly striving to increase the earning potential to not only benefit themselves, but future generations.

Works Cited

Coates, Joseph F., Jennifer Jarratt and John B. Mahaffie. Future work. (effects of changing

Demographics, new technology, global economy, and new demands on workers).

The Futurist. (1991): 01 May.

Edgerton, Russell. A new case for accelerating minority educational advancement. (L. Scott

Miller)(Interview). Change. (1995): 01 March.

Hong, Terry. Fu Manchu doesn't live here; The struggle and triumph of Chinese-Americans are an integral part of U.S. history. (Features)(Books). The Christian Science Monitor.

2003): 08 May.

Papademetriou, Demetrios G. The economic and labor market effects of immigration on the United States. National Forum. (1994): 22 June. Pp. 1-7.

The Chinese-American Experience: An Introduction. (accessed 18 November, 2003).…