Southeast Asian American Education 35 Years After Initial Resettlement: Research Report and Policy Recommendations

Wright, Wayne E.; Boun, Sovicheth

doi:10.7771/2153-8999.1017

Cited by 13 publications

(11 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time, it was not as if familial support was absolute. Mirroring other research (e.g., CARE, 2011; Teranishi, 2004;Wright & Boun, 2011), most of the parents in this study were unfamiliar with the American school system and faced language barriers that limited their ability to provide instrumental support to their children in navigating and succeeding in the educational system (Chhuon, Hudley, Brenner & Macias, 2010). In short, the Cambodian parents lacked the cultural capital to assist their children as fully as some other parents might and the students were often left to navigate the journey on their own.…”

Section: Familial and Aspirational Capitalmentioning

confidence: 77%

Role of Family, Culture, and Peers in the Success of First-Generation Cambodian American College Students

Tang¹,

Kim²,

Haviland³

2015

Journal of Southeast Asian American Education and Advancement

View full text Add to dashboard Cite

Cambodian American college students are often overlooked in academe because of the model minority myth. The stereotype overshadows the challenges and heterogeneity in the Asian American and Pacific Islander population. This exploratory study examined the experiences of 13 first-generation Cambodian American college students at a large, public institution in California. Findings revealed that, despite challenges associated with being first-generation, students drew upon various forms of social and cultural capital. Accessing this capital gave them validation from their parents and peers, created a sense of belonging to the college community, and helped them fashion a rich and successful college experience.

show abstract

Section: Familial and Aspirational Capitalmentioning

confidence: 77%

Role of Family, Culture, and Peers in the Success of First-Generation Cambodian American College Students

Tang¹,

Kim²,

Haviland³

2015

Journal of Southeast Asian American Education and Advancement

View full text Add to dashboard Cite

show abstract

“…It is also important to note that the SEAA population is characterized by diverse homelands, cultural backgrounds and traditions, and languages. (p. 711)Yet many SEA parents who are refugees do not have much knowledge about U.S. colleges and have many misconceptions, and very few parents understood the college application process (Wright & Boun, 2011, p. 48). Scholars have found that while Asian American students value their parents’ opinions, the students have to rely more on teachers, guidance counselors, youth service organizations, and friends in preparing for, applying to, and getting admitted to college (Poon & Byrd, 2013; Tang et al., 2013; Wright & Boun, 2011).…”

Section: Complexities Of Seaa Studentsmentioning

confidence: 99%

“…(p. 711)Yet many SEA parents who are refugees do not have much knowledge about U.S. colleges and have many misconceptions, and very few parents understood the college application process (Wright & Boun, 2011, p. 48). Scholars have found that while Asian American students value their parents’ opinions, the students have to rely more on teachers, guidance counselors, youth service organizations, and friends in preparing for, applying to, and getting admitted to college (Poon & Byrd, 2013; Tang et al., 2013; Wright & Boun, 2011). Poon and Byrd (2013) also found disparities by gender: Women were more likely to attribute important roles to their parents than men.…”

Section: Complexities Of Seaa Studentsmentioning

confidence: 99%

“…Once students enter college, challenges that impact retention include family and work commitments, financial costs, balancing work or life loads, academic struggles, and a lack of support and advising (Wright & Boun, 2011, pp. 46–47).…”

Section: Complexities Of Seaa Studentsmentioning

confidence: 99%

“…Thus, scholars have identified a need for more research disaggregated by ethnicity, gender, social class, immigration status, generation status, type of institution (public vs. private; 4-year vs. 2-year), and other factors (Chaudhari et al., 2013; Her, 2014; Maramba, 2011; Wright & Boun, 2011). In its 2013 report, the Asia and Pacific Islander American Scholarship Fund found that research “specifically on low-income and first-generation AAPI students are sparse and this gap in research needs to be addressed to better support them in the context of higher education” (Chaudhari et al., 2013, p. 9).…”

Section: Complexities Of Seaa Studentsmentioning

confidence: 99%

See 2 more Smart Citations

College and Career Readiness of Southeast Asian American College Students in New England

Kim

Khuon

2016

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys (n ¼ 58) and focus groups (n ¼ 35), of secondgeneration (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.

show abstract

A mediation model of the relationship of cultural variables to internalizing and externalizing problem behavior among Cambodian American youth.

Dinh¹,

Weinstein²,

Tein³

et al. 2013

Asian American Journal of Psychology

View full text Add to dashboard Cite

This study examined a mediation model of the relationship of acculturation (Anglo/White cultural orientation) and enculturation (Cambodian cultural orientation) to internalizing and externalizing problem behavior among 191 Cambodian American high school students from an urban school district in the Northeast region of the United States. The hypothesized mediators were parent–child acculturation gap and school attachment. The results partially supported the hypothesized mediation model, indicating that parent–child acculturation gap and school attachment were significant mediators in the relationships of acculturation and enculturation to internalizing problem behavior (depression), but not to externalizing problem behavior (substance use and gang involvement). This study has important implications for family and school-based prevention and intervention programs in addressing the cultural challenges and mental health needs in the lives of Cambodian American youth.

show abstract

Southeast Asian American Education 35 Years After Initial Resettlement: Research Report and Policy Recommendations

Cited by 13 publications

References 47 publications

Role of Family, Culture, and Peers in the Success of First-Generation Cambodian American College Students

Role of Family, Culture, and Peers in the Success of First-Generation Cambodian American College Students

College and Career Readiness of Southeast Asian American College Students in New England

A mediation model of the relationship of cultural variables to internalizing and externalizing problem behavior among Cambodian American youth.

Contact Info

Product

Resources

About