Khanh T. Dinh, Traci L. Weinstein, Su Yeong Kim, Ivy K. Ho
{"title":"Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students.","authors":"Khanh T. Dinh, Traci L. Weinstein, Su Yeong Kim, Ivy K. Ho","doi":"10.1901/JABA.2008.3-1","DOIUrl":"https://doi.org/10.1901/JABA.2008.3-1","url":null,"abstract":"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, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students.","PeriodicalId":88548,"journal":{"name":"Journal of Southeast Asian American education & advancement : JSAAEA","volume":"22 1","pages":"1-25"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84524568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ethnicity, Gender, and the Education of Cambodian American Students in an Urban High School.","authors":"Kimmie Tang, Dennis Kao","doi":"10.7771/2153-8999.1045","DOIUrl":"https://doi.org/10.7771/2153-8999.1045","url":null,"abstract":"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) at a Southern California high school. The data revealed that Cambodian students were 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, they often remained silent about their academic struggles. Traditional values regarding gender and familial expectations also played prominent roles for both Cambodian boys and girls and their academic progress.","PeriodicalId":88548,"journal":{"name":"Journal of Southeast Asian American education & advancement : JSAAEA","volume":"6 1","pages":"1-22"},"PeriodicalIF":0.0,"publicationDate":"2015-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73632584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ethnicity, Gender, and the Education of Cambodian American Students in an Urban High School.","authors":"Kimmie Tang, Dennis Kao","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>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) at a Southern California high school. The data revealed that Cambodian students were 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, they often remained silent about their academic struggles. Traditional values regarding gender and familial expectations also played prominent roles for both Cambodian boys and girls and their academic progress.</p>","PeriodicalId":88548,"journal":{"name":"Journal of Southeast Asian American education & advancement : JSAAEA","volume":"7 ","pages":"1-22"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4255464/pdf/nihms609111.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32889429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Khanh T Dinh, Traci L Weinstein, Su Yeong Kim, Ivy K Ho
{"title":"Acculturative and Psychosocial Predictors of Academic-Related Outcomes Among Cambodian American High School Students.","authors":"Khanh T Dinh, Traci L Weinstein, Su Yeong Kim, Ivy K Ho","doi":"10.7771/2153-8999.1102","DOIUrl":"https://doi.org/10.7771/2153-8999.1102","url":null,"abstract":"<p><p>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, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students.</p>","PeriodicalId":88548,"journal":{"name":"Journal of Southeast Asian American education & advancement : JSAAEA","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791459/pdf/nihms122463.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28594904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}