"Fang Gao's book demystifies the long-held perception of the Korean-Chinese as the model minority in China. It presents and analyzes young Korean-Chinese students' dilemma of 'to be or not to be a model minority' amid engulfing economic globalization and China's rapid modernization and marketization." --Minglang Zhou, University of Maryland at College Park, coeditor of Affirmative Action in China and the U.S.: A Dialogue on Inequality and Minor "This book provides a detailed account on the varying schooling strategies that the Korean Chinese use when facing new challenges and opportunities in the rapidly changing China. It's a stimulating addition to the literature that dismantles stereotypes attached to China's ethnic minorities." --Outi Luova, Centre for East Asian Studies, University of Turku "An important book that highlights how the 'model minority' stereotype is used in a global context and in varying ways by dominant groups. Gao should be praised for drawing attention to the needs of racial 'others' and how the social inequality they face is silenced.

" --Rosalind S. Chou "For decades, Koreans in China have been regarded as the model minority in comparison with the other backward minorities. Research on this topic is very important and timely. Dr. Gao's book addresses the complex question of minority identity and education'in China, from historical and contemporary perspectives. This is an excellent piece of research which concerns an important area of minority education. Dr. Gao outlines clearly the importance and sensitivity of the issues between the model minority stereotype and the real school experience.

She has demonstrated a skilful ability to identify research problems, controversial issues and tensions in the minority education system in China." --Linda Tsung, The University of Sydney "For decades, Koreans in China have been regarded as the model minority in comparison with the other backward minorities. Research on this topic is very important and timely. Dr. Gao's book addresses the complex question of minority identity and education' in China, from historical and contemporary perspectives. This is an excellent piece of research which concerns an important area of minority education. Dr. Gao outlines clearly the importance and sensitivity of the issues between the model minority stereotype and the real school experience.

She has demonstrated a skilful ability to identify research problems, controversial issues and tensions in the minority education system in China." --Linda Tsung, The University of Sydney.