Pageant Princesses and Math Whizzes

Two of the activities I spent a lot of time studying have been receiving a lot of attention of late– child beauty pageants and Kumon afterschool learning centers.  Last week The New York Times ran an article on Junior Kumon, a program designed to teach preschool-aged kids how to read and do math. “Fast-tracking to Kindergarten?” has generated a lot of discussion in parenting circles. And, between Botox beauty pageant mom and the Australian child beauty pageant kerfuffle, child beauty pageants are as in the news as they were in the days after JonBenét’s death.

An academic article I wrote, “Pageant Princesses and Math Whizzes: Understanding children’s activities as a form of children’s work,” which appeared in arguably the top childhood studies journal, Childhood, actually compares child beauty pageant moms and Kumon parents.  These two groups of parents may seem to have little in common. On a basic level, many assume that parents who value beauty are somehow different from parents who value academic achievement. But I show that despite considerable differences in their backgrounds, these parents converge in the reasons they give for enrolling their young children in these activities, and in their focus on their children’s careers and future achievements.

I want to tell you a bit more about Kumon, as it is less well-known, and there are some misconceptions about how it works. Kumon was founded in 1954 in Japan by a high school mathematics teacher to help prepare children for state examinations. The company expanded to North America in 1974, opening a center in New York City. The method began to spread, especially along the East and West Coasts, where there were East Asian immigrants. By 2005, Kumon’s enrollment was about 4 million, and remarkably it was the fourth-fastest-growing franchise (behind Subway, for example) in the US.  In 2009 there were over 1300 centers in North America.

Kumon actually demands a fairly high level of parental involvement. Kumon requires parents to make sure that children complete their homework and then the parents must check the homework in a master book they received after paying tuition. It is only after seeing what a child is doing wrong on the worksheets that a paid instructor becomes involved. Essentially, as one mother said to me, Kumon is providing books and worksheets, but not much instruction. On some level, as with pageants, when the child walks into a ‘lesson’ to be evaluated or take a test, it is as much about how the parent has prepared the child to succeed as it is about the child’s own abilities.

It is true that Kumon relies on repetition and rote memorization. The Kumon method is fairly simple. It is based on the premise that by breaking things into manageable units and drilling those units every day through practice, a child will progress. There are two set curricula, one devoted to mathematics and one devoted to reading, and students can choose to do only one or to do both. The other major pedagogical touchstone is that children should start slightly below their level to build their confidence.

But it is the rote memorization and repetition, which may build confidence, that was the attraction for the Kumon parents I met.  I spent one summer hanging out at night at a Kumon center.  At the location where I was I met almost exclusively immigrant parents– both East Asian and South Asian. Of the thirty parents who I formally interviewed, 93% were born outside of the US (contrast that to the 95% of the 41 pageant moms I met).  They felt that particularly when it comes to mathematics, the US educational system lags behind the way they were taught in their home countries.  Most of these parents are professionals who use mathematics in creative ways in their jobs.  So they do want their children to learn to be creative and innovative. However, they felt this occurs best after a child has mastered the fundamentals so soundly in childhood that they do not need to think about, say, multiplication tables. Only after the foundation is well established can creativity be attained.  This is true not only for many Asian parents, but also reportedly for Russian parents (this was told to me by Kumon instructors).

Here then we can see two important strands then that have come together in modern American life and parenting– immigrant striving and middle- and upper-middle class insecurity.  Kumon has been transformed from a site almost exclusively of immigrants to white, affluent parents, who are enrolling their kids, at least according to the Times, to help them get ahead in the education arms race that has begun earlier than ever.  Why? In a time of economic and educational uncertainty, many parents (not just those who are innately competitive and perhaps driven by other varied psychological motives) don’t want to risk not giving their child every chance to “get ahead.”

But what does it say that we criticize what is presented as “extreme” parenting both when it comes to education and when it comes to beauty? Do these criticisms arise from the same source, or are they something else? I think they spring from the same source, and choices of parents are largely dictated by their own social backgrounds. What do you think?

Final note: I’m calling it now. Five-year-old Mabou Loiseau will become the next big parenting story.  Prodded by her immigrant parents (her family is not affluent, as her father works 16 hours a day as a parking attendant to help pay for all of Mabou’s private lessons), Mabou is homeschooled and she can now “speak” seven languages and play six instruments. Favorite line in the article from the Daily News? “Her mom recently got rid of the kitchen table to make room for a full-size drum set…’Furniture is not important. Education is.'”

This reminded me of “I Speak Six Languages” from The 25th Annual Putnam County Spelling Bee. A wonderful musical– I actually got to see it on Broadway when Jesse Tyler Ferguson (Mitchell on Modern Family) originated Leaf Coneybear.  Never seen it? Here’s a taste.



  1. Kathryn says:

    When did rote memorization become such a negative, horrifying thing? I seem to recall being drilled in addition, subtraction, multiplication. (For whatever reason, we weren't drilled on multiplication past "10" so to this day I still have to think twice when multiplying something x 12.) I am not in a profession where I use math skills on a regular basis, but I certainly use them in LIFE and being able to add and subract and multiply in my head is a valuable life skill. And let's talk about spelling: as a former English teacher, I cannot tell you how boring doing vocabulary and spelling tests are. But, honestly, how else will you learn? I feel much more strongly about the positive impact on rote memorization in math — I wonder why the current thinking is that it is so, so awful? If my kids aren't learning math in school in any sort of effective or useful way, would I think about some outside tutoring? That's a trickier question, but I certainly don't think you have to be an "extreme" parent to see the value in that type of learning and to be concerned when schools don't offer it.

  2. Every time I read your blog I'm reminded of one more thing I should be doing — but not doing! — for my kids. Sheesh!

  3. btw, how much does a Kumon course cost?

  4. Hilary Levey Friedman says:

    To RRC- Uh oh, I sense some new classes in Anna's future… It's about $100/month. If you can whiz through worksheets faster you get more bang for your buck. I believe Junior Kumon costs a bit more.

    To Kathyrn- Memorization has taken a hit for the past few decades (in my pile of books to read is the new Foer book on memory contests actually), as many Americans resist what was seen as automaton cultures of the USSR, and now China and other Asian countries. Many Americans have an aversion to "drilling" their kids.

    We see this in sports as well. Americans play many more games and practice less– one reason we lag behind some parts of the world in soccer (not enough drills and repetition of particular skills, like heading).

    I'm the same way with my x12 multiplication. I blame it on not learning times table until fourth grade (!!).

    Just to put things in perspective, some pageant moms I met couldn't figure out why parents would want kids to learn another language on weekend. Just didn't matter for their kids' futures. Given parents' careers, drilling in math might in fact seem extreme (though certainly not to us).

  5. You use the phrasing "Indian and Asian" a couple times. India is part of Asia, so a better phrasing would be "Indian and East Asian".

    I recognize that in the US, "Asian" often has the connotation of "East Asian", but in the UK, for example, "Asian" denotes "South Asian". Even if we assume that your audience is exclusively American, the phrasing "Indian and Asian" is just not very sound, as the juxtaposition exposes the weakness of this particular synecdoche: you can't use the whole to refer to the part, when the OTHER part appears in the same sentence!

    What's more, I bet some of the parents you met were from Pakistan, Sri Lanka, Bangladesh, etc. and not just from India. So you should really say "South Asian" instead of "Indian".

    So to recap, it should be "South Asian and East Asian". Pardon the pedantry. :> Otherwise, interesting piece!

  6. Hilary Levey Friedman says:

    DK- I appreciate it! I admit to sometimes being confused about the right way to say this, so it is very helpful Changes made!
    PS. Is it ever proper to say "Southeast Asian?"

  7. Yes, I think people with backgrounds from Southeast Asia (Vietnam, Philippines, Thailand, Indonesia, Singapore, Malaysia, Laos, Burma, Cambodia, etc.) do refer to themselves as "Southeast Asian". :>

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