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Articles 1 - 10 of 10
Full-Text Articles in Education
The Anala Collaborative: Umass Boston’S Asian American, Native American, Latin@ And African Diaspora Institutes, Barbara Lewis, Carolyn Wong, Cedric Woods, Elena Stone
The Anala Collaborative: Umass Boston’S Asian American, Native American, Latin@ And African Diaspora Institutes, Barbara Lewis, Carolyn Wong, Cedric Woods, Elena Stone
Office of Community Partnerships Posters
The ANALA Collaborative is the newly-formed umbrella for the four UMass Boston racial and ethnic institutes. This year, with help from a team from the College of Management’s Emerging Leaders Program, we have come together to form ANALA in recognition of the area’s increasing racial and ethnic diversity and the need for majority-minority communities to work together toward common goals. While each of the four institutes will retain its separate identity and programs, we will also place greater emphasis on collaborative efforts in the service of our common mission and vision.
Acculturative And Psychosocial Predictors Of Academic-Related Outcomes Among Cambodian American High School Students, Khanh Dinh, Traci L. Weinstein, Su Yeoung Kim, Ivy K. Ho
Acculturative And Psychosocial Predictors Of Academic-Related Outcomes Among Cambodian American High School Students, Khanh Dinh, Traci L. Weinstein, Su Yeoung Kim, Ivy K. Ho
Journal of Southeast Asian American Education and Advancement
This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the State of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, Cambodian and Anglo/White cultural orientations and depression played significant roles across the four dimensions of academic-related outcomes, including grade point average, educational aspirations, beliefs in the utility of education, and psychological sense of school membership. This …
[Special Issue On Hmong Newcomers To Saint Paul Public Schools] The Affective Consequences Of Cultural Capital: Feelings Of Powerlessness, Gratitude, And Faith Among Hmong Refugee Parents, Bic Ngo
Journal of Southeast Asian American Education and Advancement
In education research, the analysis of the role of cultural capital has focused primarily on its role in parent involvement. Little attention has been paid to how cultural capital affects the attitudes or feelings of parents about their worth and roles as parents. In this article I examine the impact of the exclusionary characteristic of cultural capital on refugee Hmong parents from Wat Tham Krabok. I highlight themes of uncertainty, powerlessness, gratitude and faith that parents repeatedly raised when speaking about their childrens education. I suggest that paying attention to the affectiveemotionalconsequences of cultural capital is critical for understanding the …
[Special Issue On Hmong Newcomers To Saint Paul Public Schools] Supporting Hmong Newcomers Academic And Social Transition To Elementary School, Martha Bigelow, Letitia Basford, Esther Smidt
[Special Issue On Hmong Newcomers To Saint Paul Public Schools] Supporting Hmong Newcomers Academic And Social Transition To Elementary School, Martha Bigelow, Letitia Basford, Esther Smidt
Journal of Southeast Asian American Education and Advancement
When elementary aged Hmong children were resettled in St. Paul Public Schools after the closing of the Wat Tham Krabok refugee camp in Thailand, their families largely enrolled them in either a Transitional Language Center or a Language Academy program. This study reports on the perceptions teachers and educational assistants had about how well these programs met the needs of this unique population of newcomers. Findings show that the Transitional Language Centers were better able to ease the adjustment to school for the Hmong newcomers because of the safe, bilingual environment they created.
Book Review - Quintiliani, K. & Needham, S. (2008). Cambodians In Long Beach, Megan Berthold
Book Review - Quintiliani, K. & Needham, S. (2008). Cambodians In Long Beach, Megan Berthold
Journal of Southeast Asian American Education and Advancement
No abstract provided.
Heritage Language Maintenance And Use Among 1.5 Generation Khmer College Students, Ravy S. Lao, Jin Sook Lee
Heritage Language Maintenance And Use Among 1.5 Generation Khmer College Students, Ravy S. Lao, Jin Sook Lee
Journal of Southeast Asian American Education and Advancement
Most studies of heritage language maintenance have reported a steep attrition in heritage language use among the 1.5 and 2nd generation children of immigrants, in particular among East Asian groups. However, not much is known about the role of heritage languages and the patterns of language maintenance within refugee communities. This study focuses on heritage language use and maintenance among 1.5 generation Khmer college students. The findings show that Khmer students report a high frequency of heritage language use within the home with their parents as well as outside of the home with their co-ethnic peers. The data reveal that …
Cambodian Family-School Partnership: Toward An Evolving Theory, Peter Tan Keo
Cambodian Family-School Partnership: Toward An Evolving Theory, Peter Tan Keo
Journal of Southeast Asian American Education and Advancement
This article explores the current debate around family-school partnerships. Traditional family-school partnership theories do not account for the intended voices of Cambodian families. This article draws from existing research on Southeast Asian families more generally in order to develop a research-based, data-driven family-school partnership conceptual framework for Cambodian American families. It is believed that a pro-ethnic, voice-centric family-school partnership fosters an inclusive, supportive learning environment for Cambodian children. The logic undergirding that belief assumes that this partnership is likely to increase cultural awareness between critical home-school partners. At the very least, the proposed concept model serves as a theoretical building …
Editors' Introduction - Fulfilling A Critical Need: The Journal Of Southeast Asian American Education & Advancement, Wayne E. Wright, Kimoanh Nguyen-Lam, Chhany Sak-Humphry, Leslie Turpin, James Knaack
Editors' Introduction - Fulfilling A Critical Need: The Journal Of Southeast Asian American Education & Advancement, Wayne E. Wright, Kimoanh Nguyen-Lam, Chhany Sak-Humphry, Leslie Turpin, James Knaack
Journal of Southeast Asian American Education and Advancement
No abstract provided.
Melus: A Community Of Intellectuals Scholars, And Teachers.Pdf, A Yęmisi Jimoh, Phd
Melus: A Community Of Intellectuals Scholars, And Teachers.Pdf, A Yęmisi Jimoh, Phd
A Yęmisi Jimoh
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Wrestling With Expectations: An Examination Of How Asian American College Students Negotiate Personal, Parental, And Societal Expectations, Michelle Samura
Wrestling With Expectations: An Examination Of How Asian American College Students Negotiate Personal, Parental, And Societal Expectations, Michelle Samura
Education Faculty Articles and Research
This research draws on a broader study that situates Asian American college students within larger sociohistorical and political contexts. I examined Asian American college students’ experiences and what it means to be “Asian American” in and through these experiences. Two types of expectations emerged from the data: students’ internal expectations—the expectations that they have for themselves as well as their college and postcollege experiences, and external expectations from family and society. The various ways that students negotiate internal and external expectations translate into particular understandings of freedom and possibility they carry into college. I also discuss students’ precollege racial awareness …