Schooling for success in a non‐Western culture: a case from Taiwan

Abstract

In this ethnographic case study of a junior middle school in Taipei, Taiwan, success is described as an obligation for the majority of students. Schools have an immense power and capacity to insure that all students succeed. Steeped in Chinese tradition, the Taiwanese find it natural to conform to expectation. A consequence of focusing on group rather than individual performance is that learning is viewed more as a result of effort than of innate ability. The educational institution is expected to insure that effort is made and that learning takes place.