Pressure for academic performance is the central concern in Chinese schools where social pressures are primary concerns in American Schools. Both school systems are concerned with education, but the responses of the students is in direct relationship to the way in which acculturation has occurred within the society. Chinese culture has contributed success with academic achievement where American culture contributes success to luck and opportunity over education.
In addition, because of a rebellious foundation within the American culture, defying authority is a peer related pressure that assumes that to achieve academically is to conform to institutionalization, thus run in conflict with the principles of American success which are based on a firm belief in rebelling against the system. Where Chinese culture is based on conforming, American culture is based on rebellion, affecting the nature of education in both societies. The differences in Chinese and American school systems and the resulting educations is based upon the student response to social pressures that are assigned according to cultural foundations and how they affect perceptions of success and achievement.
The school year in the United States is based upon old customs of accommodating families. When the harvest was an important part of survival for families, the school year was designed around the needs of planting and the harvest. Therefore, the school year lasts from sometime in late August to sometime in early June. There are initiatives to change this, but the tradition is so entrenched in the American culture that, even though most families would benefit from the change and the education of children would have a better consistency, most school districts have not adapted any differences in their schedule. One viable alternative has been suggested where children go to school for three months, are on break for two weeks and then go back for three months, this schedule rotating through the year. It would be easier for working parents and provide children with a better education. The summer break often creates a situation that what has been learned the year before is not successfully retained, thus much of the next year is spent reviewing what had already been taught. This wastes time and children suffer for nostalgia for a system that no longer has a specific purpose. Another reason that this system prevails is that communities have complete control of their school systems, only complying with federal standards where financial incentives put pressure on the districts. Education is not universally standardized from one community to the next, thus there is no nationally recognized conformity. Certain standards are expected and assessed through tests which allow federal funds to become available, but the systems are still autonomous (Ravitch 105). The American systems are burdened by this autonomy with each community having a different set of expectations and standards that must then be set into a position to conform to state and then federal systems in order to qualify for funding that supplements the community’s own funding for the schools. While this helps community schools to have structure, it does not standardize education across that nation. This creates wide disparities from one educational system to the next. Pressures on students in American schools is most often assessed through per pressures as students compete in the social setting, immaterial to academic achievement. Students do not take their academic achievement near as seriously as the social pressures within their classes and their social structure creates classifications that stereotype each individual student’