I am skirting the border of Stereorype, here, folks, so please forgive me if I have small navigational errors and stray a bit along the way.
I have a degree in Mechanical Engineering, am a white French Canadian, and married an Indo-Canadian Lady. (Our son is going to have a rather heavy cultural background: cabane-a-suc *and * curry
)
So here are my own personal thoughts, opinions and observations: I think the quantitative sciences, in high-school and university, imho, require the most “tough slogging” and *constant * hard-work, because all that math stuff is not so much absorbing information as learning a “skill”, like learning a martial art or a musical instrument. You just gotta practice and practice, and last-minute cramming doesn’t help as much (although God knows, I tried it often enough).
So how hard you worked, and how consistently you worked, was a big factor in determining success. From what I know now of the Indian cultural attitudes towards education, studying, and work, I find that these kids have hard work drilled into them from a very young age. There seems to be an attitude common in Indian parents that I could paraphrase as: "don’t give me that PC nonsense about self-estime, calculators and creative thinking, you are going to memorise your multiplication table untill you can recite it in your sleep…" Indian parents seem to be extremely involved in their children’s education, and the academic work ethic is very high.
I suspect, but have less direct personal knowledge to support it, that the same attitudes are common in Chinese, Japanese, Korean, and Vietnamese cultures.
If one were to accept the hypothesis that there is a spectrum of “math-hardness” denoting the extent and level sophistication of the math involved in undergraduate (bachelor’s) degrees in various engineering diciplines, roughly along the following gradient:
Chemical eng. → Lowest
Civil Eng
Mech Eng
Computer Eng
Electrical & Electronic Eng → highest
then I can say that accoding to my observation at the time of my undergrad (87-91) the south-asian and asiatic proportion of students in each dicipline was directly proportional to the dicipline’s position on the above spectrum.
I can also personally attest that the level of math required in the Mech eng degree was just about the extend of my ability, by the grace of God and the bell-curve, and that the math involved in Elect. Eng was beyond me. (Complex variables and Maxwell’s equations come to mind :o )
So bottom line, I suspect that it’s the work-ethic surrounding studying particular to Indian and Asian cultures that make these kids so successful in these diciplines.