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Articles 61 - 76 of 76
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Book Review: Nguyen, V. T. (2016). The Sympathizer: A Novel. New York, Ny: Grove Atlantic. 384 Pp. Isbn: 978-1543618020, Linh Dang
Journal of Southeast Asian American Education and Advancement
Book Review by Linh Dang: Nguyen, V. T. (2016). The Sympathizer: A Novel. New York, NY: Grove Atlantic.
The Linguistic Landscape Of A Cambodia Town In Lowell, Massachusetts, Virak Chan
The Linguistic Landscape Of A Cambodia Town In Lowell, Massachusetts, Virak Chan
Journal of Southeast Asian American Education and Advancement
This research was conducted in a Cambodian community recently recognized as the second Cambodia Town in the U.S, which is new to the linguistic landscape research community. Data for this research were 279 photos collected in Lowell, MA during August of 2013. They were collected from two important main streets (Westford Street and Branch Street) that house many Cambodian businesses. The site for this data collection was purposefully selected because it is located in the heart of the Cambodia Town with many Cambodian businesses and offices. All the photos were entered into and coded with NVivo 10. Findings were reported …
Book Review: Matthew T. Prior (2016). Emotion And Discourse In L2 Narrative Research. Uk: Multilingual Matters. 280 Pp. Isbn: 978-1783094424, Fang Gao
Journal of Southeast Asian American Education and Advancement
Book Review by Fang Gao: Matthew T. Prior (2016). Emotion and Discourse in L2 Narrative Research. UK: Multilingual Matters.
Book Review: Duran, C. (2017). Language And Literacy In Refugee Families. United Kingdom, Uk: Palgrave Macmillan. 226 Pp. Isbn: 978-1-137-58754-1, Nguyen Dao
Journal of Southeast Asian American Education and Advancement
Book Review by Nguyen Dao: Duran, C. (2017). Language and Literacy in Refugee Families. United Kingdom, UK: Palgrave MacMillan.
Book Reviewed By John Marston: Yamada, T. S. (2016). Modern Literature Of Cambodia: Transnational Voices Of Transformation. Seattle, Wa: Createspace Independent Publishing Platform. 150 Pp. Isbn: 1517435463, John Marston
Journal of Southeast Asian American Education and Advancement
Book reviewed by John Marson: from Modern Literature of Cambodia: Transnational Voices of Transformation by Yamada, T. S. (2016).
Co-Creating The Dialogic: How A Participatory Action Research Project Promoted Second Language Acquisition Of Karen Youth, Daniel Gilhooly, Liaquat Channa, Charles Allen Lynn
Co-Creating The Dialogic: How A Participatory Action Research Project Promoted Second Language Acquisition Of Karen Youth, Daniel Gilhooly, Liaquat Channa, Charles Allen Lynn
Journal of Southeast Asian American Education and Advancement
The case under investigation explores how a participatory action research (PAR) project between three Karen adolescent brothers and their American tutor/co-researchers can effectively promote dialogic (Wong, 2006) second language acquisition by: (1) creating dialogic teacher-student relationships; (2) building second language confidence and; (3) providing a problem posing learning atmosphere that promotes participants’ academic literacies and personal transformations. The findings from this study suggest that learning within what Paulo Freire refers to as a problem-posing educational project can promote language acquisition as well as critical consciousness, each of which are key in contributing to immigrant adaptation to the host culture. …
Special Issue Editor's Introduction: 50 Years Of Model Minority Stereotype Research, Nicholas Daniel Hartlep
Special Issue Editor's Introduction: 50 Years Of Model Minority Stereotype Research, Nicholas Daniel Hartlep
Journal of Southeast Asian American Education and Advancement
This special issue, intentionally focused on Southeast Asian Americans and the model minority myth, is important because Southeast Asian Americans have been “politically invisible” and because a disproportionate number have found it difficult to succeed academically. Asian Americans are not passive people. The model minority stereotype didn’t develop only because journalists made them out to be models or exemplars. This special issue shares 4 articles.
The Model Minority Stereotype As A Prescribed Guideline Of Empire: Situating The Model Minority Research In The Postcolonial Context, Eun Hee Kim, Kay Ann Taylor
The Model Minority Stereotype As A Prescribed Guideline Of Empire: Situating The Model Minority Research In The Postcolonial Context, Eun Hee Kim, Kay Ann Taylor
Journal of Southeast Asian American Education and Advancement
It has been 50 years since the term, model minority, first appeared in the United States to describe Asian Americans as an ethnic group that overcame the image of the “yellow peril” and successfully climbed the social ladder. Scholars have tried to debunk the myth and reveal racism behind the notion. However, the “over-education” view has flourished in Asian American Studies as the most popular research direction, serving the socioeconomic self-interest of professors with highly educated Asian Americans as research subjects (Sakamoto, Takei, & Woo, 2012). To refute the “over-education” view and meet the contextual need to generate a new …
Teaching For Social Justice: (Post-) Model Minority Moments, Candace J. Chow
Teaching For Social Justice: (Post-) Model Minority Moments, Candace J. Chow
Journal of Southeast Asian American Education and Advancement
Much of the literature on model minority discourse focuses on impacts of this stereotype on students. Though the Asian American teacher population is small, it is useful to consider how this stereotype also affects the work of Asian American teachers, their identities, and their pedagogy. This article examines how two Southeast Asian American teachers envision teaching for social justice. Although it appears that these two teachers are products of the model minority stereotype because they have succeeded educationally, a closer examination of their educational pathways reveals that many obstacles, including poverty and a lack of English fluency, could have easily …
Academic Needs And Family Factors In The Education Of Southeast Asian American Students: Dismantling The Model Minority Myth, David M. Lee, Luke Duesbery, Peggy P. Han, Thupten Tashi, Chia S. Her, Valerie Ooka Pang
Academic Needs And Family Factors In The Education Of Southeast Asian American Students: Dismantling The Model Minority Myth, David M. Lee, Luke Duesbery, Peggy P. Han, Thupten Tashi, Chia S. Her, Valerie Ooka Pang
Journal of Southeast Asian American Education and Advancement
The model minority myth is a powerful force in schools. Many teachers believe that Asian American students do not need academic interventions. The purpose of this study was to examine the student achievement of almost a million seventh-grade students from California. The research compared the performance of Southeast Asian Americans, Cambodian, Laotian, and Vietnamese students, on reading and math on the CAT/6 standardized assessment with African American and White American students. Cambodian American and Laotian American students performed significantly lower than their White American peers and compared similarly to their African American peers. Vietnamese American students also scored lower than …
Educational Careers Of Hmong American Students, Pao Lor, Ray Hutchison
Educational Careers Of Hmong American Students, Pao Lor, Ray Hutchison
Journal of Southeast Asian American Education and Advancement
Hmong American college students are an underrepresented and understudied college student population. The Hmong are often described as a preliterate, semi-nomadic, and agrarian ethnic hill tribe from Southeast Asia that have had little contact with formal education before coming to the United States some four decades ago. In this descriptive and exploratory study, we analyze the demographic characteristics and educational achievement of one hundred ninetyfour (n=194) Hmong students who were admitted to and attended a four-year state university in the Midwest from 2002–2010. We summarize their demographic data and academic achievement, and we compare their academic achievement to that of …
Book Review: Troubling Borders: An Anthology Of Art And Literature By Southeast Asian Women In The Diaspora By Pelaud, I. T., Duong, L., Lam, M. B., & Nguyen, K. L. (Eds.), Kim Dieu
Journal of Southeast Asian American Education and Advancement
Book review of Troubling Borders: An Anthology of Art and Literature by Southeast Asian Women in the Diaspora by Pelaud, I. T., Duong, L., Lam, M. B., & Nguyen, K. L. (Eds.)
(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
(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.
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.