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2015

Journal

Journal of Southeast Asian American Education and Advancement

Articles 1 - 16 of 16

Full-Text Articles in Education

(Mis)Labeled: The Challenge Of Academic Capital Formation For Hmong American High School Students In An Urban Setting, Anna Chiang, Joshua Fisher, William Collins, Marie Ting Apr 2015

(Mis)Labeled: The Challenge Of Academic Capital Formation For Hmong American High School Students In An Urban Setting, Anna Chiang, Joshua Fisher, William Collins, Marie Ting

Journal of Southeast Asian American Education and Advancement

The Model Minority Myth for Asians as a group disguises the challenges facing Hmong and other underrepresented Southeast Asian groups. Using the theoretical framework of Academic Capital Formation (ACF), this qualitative study examines the implications of the Model Minority Myth by focusing on the experiences and educational challenges of Hmong American high school students in an urban setting in the Midwest. Results from this study alludes to a bimodal pattern of achievement amongst the Asian American Pacific Islander community, emphasizing the importance of increasing visibility for underrepresented Southeast Asians, such as Hmong Americans, with regards to access to higher education.

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[Special Issue On Sea Demographics] Response - K-12 Education: How The American Community Survey Informs Our Understanding Of The Southeast Asian Community: One Teachers Perspective, Phitsamay Sychitkokhong Uy Jan 2015

[Special Issue On Sea Demographics] Response - K-12 Education: How The American Community Survey Informs Our Understanding Of The Southeast Asian Community: One Teachers Perspective, Phitsamay Sychitkokhong Uy

Journal of Southeast Asian American Education and Advancement

Response to Mark E. Pfeifer's featured article.

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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 Jan 2015

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 …

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[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 Jan 2015

[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 …

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[Special Issue On Hmong Newcomers To Saint Paul Public Schools] Are We There Yet? Examining The Principals Role In The Integration Of Hmong Refugee Children Into Elementary Schools, Kyla Wahlstrom Jan 2015

[Special Issue On Hmong Newcomers To Saint Paul Public Schools] Are We There Yet? Examining The Principals Role In The Integration Of Hmong Refugee Children Into Elementary Schools, Kyla Wahlstrom

Journal of Southeast Asian American Education and Advancement

This paper examines the efforts of four elementary principals to create a welcoming and integrated culture for newly arrived Wat Tham Krabok refugee Hmong children. It reveals the accommodations and challenges made by the schools. It demonstrates that the effectiveness of a specialized program for newcomer refugee children necessitates careful planning and the involvement of staff members and school leaders.

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[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 Jan 2015

[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.

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[Special Issue On Hmong Newcomers To Saint Paul Public Schools] Introduction, Bic Ngo Jan 2015

[Special Issue On Hmong Newcomers To Saint Paul Public Schools] Introduction, Bic Ngo

Journal of Southeast Asian American Education and Advancement

In the late 1970s the aftermath of the Vietnam War brought displaced Hmong refugees (along with other Southeast Asian groups) to the United States (Chan, 1994; Long, 1993). Other waves of Hmong resettlement to the United States occurred in the mid-80s and mid-90s. This has resulted in a Hmong population of 183,265, the majority of whom reside in California, Minnesota, Wisconsin, Michigan and Colorado (U.S. Census Bureau, 2005). In 2004, the Thai government closed Wat Tham Krabok (WTK), the last of its Hmong refugee camps (Grigoleit, 2006). This resulted in the most recent resettlement of approximately 15,000 Hmong refugees to …

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Do I Look Up Or Do I Look Down? Reflections Of A Hmong American English Learner And Educator, Kay Vang Jan 2015

Do I Look Up Or Do I Look Down? Reflections Of A Hmong American English Learner And Educator, Kay Vang

Journal of Southeast Asian American Education and Advancement

No abstract provided.

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Book Review - Quintiliani, K. & Needham, S. (2008). Cambodians In Long Beach, Megan Berthold Jan 2015

Book Review - Quintiliani, K. & Needham, S. (2008). Cambodians In Long Beach, Megan Berthold

Journal of Southeast Asian American Education and Advancement

No abstract provided.

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Heritage Language Maintenance And Use Among 1.5 Generation Khmer College Students, Ravy S. Lao, Jin Sook Lee Jan 2015

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 …

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Lost In Institution: Learning To Write In Midwestern Urban Mainstream Classrooms, Yanan Fan Jan 2015

Lost In Institution: Learning To Write In Midwestern Urban Mainstream Classrooms, Yanan Fan

Journal of Southeast Asian American Education and Advancement

How do recent immigrant students learn to write in mainstream content area classrooms? This article considers this question in the under-investigated American Midwest contexts where schooling is being reframed by rapid changing demographics. Data for this paper come from an ethnographic case study of second language learning of a Vietnamese 9th grader in an urban school setting. Grounded in a sociocultural view of learning, the author examines (1) how the student negotiated the nature and purpose of writing among inconsistent expectations, objectives and responsibilities in mainstream, and (2) how she was lost in a lack of vision in literacy and …

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Ethnicity, Gender, And The Education Of Cambodian American Students In An Urban High School, Kimmie Tang, Dennis Kao Jan 2015

Ethnicity, Gender, And The Education Of Cambodian American Students In An Urban High School, Kimmie Tang, Dennis Kao

Journal of Southeast Asian American Education and Advancement

This paper explores the role of gender and ethnicity in the education of Cambodian American high school students. Using a qualitative approach, we interviewed ninth-grade Cambodian American students (n=10), teachers (n=4), and administrators (n=2) from a California high school. The data revealed that Cambodian students are often mistaken for other Asian groups and due to stereotypes, expected to excel academically. Fearing that they would disappoint their teachers or be ridiculed by other students, students remain silent about their academic struggles. Culturally-based gender and familial expectations also play prominent roles for both Cambodian boys and girls and their academic progress.

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Navigating Multiple Worlds: A Qualitative Study Of The Lived Experiences Of Hmong Women Leaders, Lena Moua, Jim Riggs Jan 2015

Navigating Multiple Worlds: A Qualitative Study Of The Lived Experiences Of Hmong Women Leaders, Lena Moua, Jim Riggs

Journal of Southeast Asian American Education and Advancement

This article presents the findings from a narrative study that examined the leadership development and pathways of nine prominent Hmong American women leaders from Minnesota and California. Each of these women was able to break through the cultural and gender glass ceiling to become positional and influential leaders in mainstream American society. The study focused on the factors that contributed to the participants leadership development; strategies used in attaining and maintaining leadership roles; and barriers each participant encountered on her path to becoming a leader. Important findings included the impact of poverty, the prominent role of education, inner strength the …

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Cambodian Family-School Partnership: Toward An Evolving Theory, Peter Tan Keo Jan 2015

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 …

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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 Jan 2015

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.

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Lessons Learned: Insights Into One Teacher’S Experience Working With Karen Refugee Students In The United States, Daniel J. Gilhooly Jan 2015

Lessons Learned: Insights Into One Teacher’S Experience Working With Karen Refugee Students In The United States, Daniel J. Gilhooly

Journal of Southeast Asian American Education and Advancement

This study is informed by funds of knowledge and culturally responsive teaching studies that aim to explore and legitimize the cultural knowledge immigrant children bring to their communities and schools. Consequently, this paper specifically addresses issues related to the educational experiences of Karen children and their parents from one American teacher/researcher who has worked with the Karen for the past four years. In aggregate, this paper addresses issues germane to Karen education including; (1) background information on Karen educational experiences prior to resettlement, including a review of their journey from Thailand to the U.S.; (2) important characteristics of Karen culture; …

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