In the field of educational leadership, little is known about Southeast Asian American women, their perspectives and experiences as school leaders. Studies that explore the roles of Southeast Asian American women school administrators in leading for social justice are virtually non-existent. The current study was guided by the paradigm of transnational feminism. This qualitative multi-case study draws on retrospective accounts of two Vietnamese American women school administrators in a Southern state and a Midwestern state to understand the ways in which they navigate intersectional stereotypes in their leadership context to advocate for and create conditions for educational equity for their socioculturally and linguistically diverse students and families.
{"title":"Vietnamese American Women Public School Administrators Leading for Social Justice and Equity","authors":"J. Liang","doi":"10.7771/2153-8999.1204","DOIUrl":"https://doi.org/10.7771/2153-8999.1204","url":null,"abstract":"In the field of educational leadership, little is known about Southeast Asian American women, their perspectives and experiences as school leaders. Studies that explore the roles of Southeast Asian American women school administrators in leading for social justice are virtually non-existent. The current study was guided by the paradigm of transnational feminism. This qualitative multi-case study draws on retrospective accounts of two Vietnamese American women school administrators in a Southern state and a Midwestern state to understand the ways in which they navigate intersectional stereotypes in their leadership context to advocate for and create conditions for educational equity for their socioculturally and linguistically diverse students and families.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46427304","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}
This research examined how Southeast Asian-Americans are treated in leading K-12 and higher education research. A qualitative meta-analysis was conducted using secondary data sources. I analyzed 1,192 pages of text from 151 peer-reviewed academic articles in six K-12 and higher education journals. In a span of 10 years (2007-2016), only four of the 151 articles (2.6%) reviewed specifically addressed in whole or in part Southeast Asian-Americans—one of the most disadvantaged ethnic minority groups in America. Findings demonstrated that aggregating racial data for Asian-Americans silences under-represented Southeast Asian-Americans, suggesting that the continued fight for racial equality in educational research for Southeast Asian-Americans requires more attention at the most basic level.
{"title":"An Empirical Exploration of Southeast Asian-Americans in Education Research: A Qualitative Meta-Analysis","authors":"Peter T Keo","doi":"10.7771/2153-8999.1210","DOIUrl":"https://doi.org/10.7771/2153-8999.1210","url":null,"abstract":"This research examined how Southeast Asian-Americans are treated in leading K-12 and higher education research. A qualitative meta-analysis was conducted using secondary data sources. I analyzed 1,192 pages of text from 151 peer-reviewed academic articles in six K-12 and higher education journals. In a span of 10 years (2007-2016), only four of the 151 articles (2.6%) reviewed specifically addressed in whole or in part Southeast Asian-Americans—one of the most disadvantaged ethnic minority groups in America. Findings demonstrated that aggregating racial data for Asian-Americans silences under-represented Southeast Asian-Americans, suggesting that the continued fight for racial equality in educational research for Southeast Asian-Americans requires more attention at the most basic level.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724745","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":"Open Letter to Community: A Call for Unity and Solidarity in the Face of Violence","authors":"Coalition of Asian American Leaders Minnesota","doi":"10.7771/2153-8999.1213","DOIUrl":"https://doi.org/10.7771/2153-8999.1213","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41716896","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}
Keo’s examines the intersection of race, ethnicity, and gender as a first-generation Hmong-American woman in a senior-level K-12 educational leadership policy role. shares her story of resistance and resilience as she navigates different educational and workforce systems as the child of a Hmong child solider and middle school graduates. Jia Liang’s draws on accounts of two Vietnamese American women school administrators in a Southern state and a Midwestern state to understand the ways in which they have navigated intersectional to advocate for equity and inclusion for their socio-culturally and linguistically diverse and families. for for in
Keo的检查种族，民族和性别的交集作为第一代苗族美国妇女在高级K-12教育领导政策角色。作为苗族儿童兵和中学毕业生的孩子，分享了她在不同的教育和劳动力体系中如何抵抗和适应的故事。贾亮(Jia Liang)借鉴了美国南部一个州和中西部一个州的两名越南裔美国女性学校管理人员的经历，以了解她们是如何在社会文化和语言多样性的背景下，为自己的家庭倡导公平和包容的。For For in
{"title":"Special Issue Editors' Introduction: Voices from the Field: Centering Southeast Asian Americans through Policy, Practice, and Activism","authors":"Loan Thi Dao, Peter T Keo","doi":"10.7771/2153-8999.1211","DOIUrl":"https://doi.org/10.7771/2153-8999.1211","url":null,"abstract":"Keo’s examines the intersection of race, ethnicity, and gender as a first-generation Hmong-American woman in a senior-level K-12 educational leadership policy role. shares her story of resistance and resilience as she navigates different educational and workforce systems as the child of a Hmong child solider and middle school graduates. Jia Liang’s draws on accounts of two Vietnamese American women school administrators in a Southern state and a Midwestern state to understand the ways in which they have navigated intersectional to advocate for equity and inclusion for their socio-culturally and linguistically diverse and families. for for in","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140227","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":"COVID-19 - Revealing Unaddressed Systemic Barriers in the 45th Anniversary of the Southeast Asian American Experience","authors":"Q. Dinh, Katrina D Mariategue, A. Byon","doi":"10.7771/2153-8999.1209","DOIUrl":"https://doi.org/10.7771/2153-8999.1209","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226079","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}
For Southeast Asian young people who left as adolescents from their home countries, their connections to those places are often fraught with ambiguity. As for almost all first-generation immigrant youth, issues of belonging in America have touched multiple aspects of their lives, including issues of identity. Not belonging is the diasporic experience of the immigrant (Christou, 2011; Skrbis, 2008). This qualitative study examined the lived experience of three Vietnamese American young people returning home as Việt Kiều, or diasporic Vietnamese. For these emerging adults, it was an important developmental task to figure out one’s place in the world: one’s belief systems, group allegiances, and future life directions (Arnett, 2015). Returning to Vietnam on their own, reconnecting to relatives, and revisiting neighborhoods, homes, and villages where they grew up was indeed an important part of this task. Where was home and where did they, in fact, belong? Significantly, their recounting of their homecomings engendered epiphanies about their own emotional landscapes and social locations, both in the United States and in Vietnam. Exploring the interrelated emotional and physical journeys of young people has the potential of shedding light on issues of self-care and socio-emotional well-being in immigrant families and communities.
{"title":"Journeying “Home”: Negotiating Belonging as Vietnamese American Việt Kiều","authors":"Mary Yee","doi":"10.7771/2153-8999.1207","DOIUrl":"https://doi.org/10.7771/2153-8999.1207","url":null,"abstract":"For Southeast Asian young people who left as adolescents from their home countries, their connections to those places are often fraught with ambiguity. As for almost all first-generation immigrant youth, issues of belonging in America have touched multiple aspects of their lives, including issues of identity. Not belonging is the diasporic experience of the immigrant (Christou, 2011; Skrbis, 2008). This qualitative study examined the lived experience of three Vietnamese American young people returning home as Việt Kiều, or diasporic Vietnamese. For these emerging adults, it was an important developmental task to figure out one’s place in the world: one’s belief systems, group allegiances, and future life directions (Arnett, 2015). Returning to Vietnam on their own, reconnecting to relatives, and revisiting neighborhoods, homes, and villages where they grew up was indeed an important part of this task. Where was home and where did they, in fact, belong? Significantly, their recounting of their homecomings engendered epiphanies about their own emotional landscapes and social locations, both in the United States and in Vietnam. Exploring the interrelated emotional and physical journeys of young people has the potential of shedding light on issues of self-care and socio-emotional well-being in immigrant families and communities.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333031","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}
Serving as a synthesis of previously published studies and digests, this paper focuses on Southeast Asian refugees in America to address the complex interaction between refugee-learners’ ongoing construction of identity and the English as a Second Language (ESL) environment. Drawing on a wealth of historical and contemporary research on one of America’s most prominent refugee populations, this exploration highlights the traits that constitute Southeast Asians as a unique group of learners due to their shared histories of trauma; social, cultural and religious influences; and ongoing sociocultural and linguistic negotiations of identity during resettlement. As a result, ESL programs and practitioners become critical to both language acquisition and sociocultural support of both Southeast Asian and other refugee-learners. Reflecting this dynamic nature of the learner-program relationship, this paper also offers curriculum- and teacher-specific suggestions for engaging and empowering both Southeast Asians and other refugee populations through ESL instruction. The goal of this survey is to raise awareness of refugee-learner identity and second language acquisition as a means of promoting further dialogue among ESL practitioners.
{"title":"Southeast Asian Refugee-Learners: Identities Informing ESL Education and Support","authors":"Andrew J Perlman","doi":"10.7771/2153-8999.1179","DOIUrl":"https://doi.org/10.7771/2153-8999.1179","url":null,"abstract":"Serving as a synthesis of previously published studies and digests, this paper focuses on Southeast Asian refugees in America to address the complex interaction between refugee-learners’ ongoing construction of identity and the English as a Second Language (ESL) environment. Drawing on a wealth of historical and contemporary research on one of America’s most prominent refugee populations, this exploration highlights the traits that constitute Southeast Asians as a unique group of learners due to their shared histories of trauma; social, cultural and religious influences; and ongoing sociocultural and linguistic negotiations of identity during resettlement. As a result, ESL programs and practitioners become critical to both language acquisition and sociocultural support of both Southeast Asian and other refugee-learners. Reflecting this dynamic nature of the learner-program relationship, this paper also offers curriculum- and teacher-specific suggestions for engaging and empowering both Southeast Asians and other refugee populations through ESL instruction. The goal of this survey is to raise awareness of refugee-learner identity and second language acquisition as a means of promoting further dialogue among ESL practitioners.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141204045","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":"'in Gram's blouse pocket - trong túi áo Ngoại'","authors":"Trangdai Glassey-Tranguyen","doi":"10.7771/2153-8999.1190","DOIUrl":"https://doi.org/10.7771/2153-8999.1190","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"15 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48032820","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":"Book Review: Mortland, C. (2017). Grace After Genocide: Cambodians in the United States. New York, NY: Berghahn Books.","authors":"Kassandra Chhay","doi":"10.7771/2153-8999.1202","DOIUrl":"https://doi.org/10.7771/2153-8999.1202","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"15 1","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2020-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41869557","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}
This study examines the phenomenon of Pilipino Cultural Nights in higher education through the lens of community cultural wealth. While in name, Pilipino Cultural Nights pay homage to the native culture of the Philippines, the processes through which these performances are produced and reproduced as annual traditions exhibit a distinct Filipino American cultural experience that is facilitated by the higher education environment. As under-represented and under-served students, Filipino American students utilize their various forms of community cultural wealth to create one of the most visible performances on their campus and a cornerstone coming of age experience for Filipino American youth. But as the Pilipino Cultural Night has become larger and more institutionalized, students must deal with the shifting scales of value for various forms of community cultural wealth. The balance that these students attempt to strike between the shortand long-term goals of the production, its intrinsic and extrinsic value, and the Filipino and Filipino American traditions that it celebrates, reflect the dynamic process of culture that goes far beyond the stage. Through exploring these struggles, diversity and inclusion efforts on college campuses can gain a holistic understanding of how to serve emerging student populations who seek more than mere representation.
{"title":"Behind the Curtain: The Cultural Capital of Pilipino Cultural Nights","authors":"Xavier J. Hernandez","doi":"10.7771/2153-8999.1165","DOIUrl":"https://doi.org/10.7771/2153-8999.1165","url":null,"abstract":"This study examines the phenomenon of Pilipino Cultural Nights in higher education through the lens of community cultural wealth. While in name, Pilipino Cultural Nights pay homage to the native culture of the Philippines, the processes through which these performances are produced and reproduced as annual traditions exhibit a distinct Filipino American cultural experience that is facilitated by the higher education environment. As under-represented and under-served students, Filipino American students utilize their various forms of community cultural wealth to create one of the most visible performances on their campus and a cornerstone coming of age experience for Filipino American youth. But as the Pilipino Cultural Night has become larger and more institutionalized, students must deal with the shifting scales of value for various forms of community cultural wealth. The balance that these students attempt to strike between the shortand long-term goals of the production, its intrinsic and extrinsic value, and the Filipino and Filipino American traditions that it celebrates, reflect the dynamic process of culture that goes far beyond the stage. Through exploring these struggles, diversity and inclusion efforts on college campuses can gain a holistic understanding of how to serve emerging student populations who seek more than mere representation.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42301168","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}
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