{"title":"Because I am a Daughter: A Hmong Woman’s Educational Journey","authors":"Kaozong N. Mouavangsou","doi":"10.7771/2153-8999.1166","DOIUrl":"https://doi.org/10.7771/2153-8999.1166","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"13 1","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2018-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48493462","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: Matthew T. Prior (2016). Emotion and Discourse in L2 Narrative Research. UK: Multilingual Matters. 280 pp. ISBN: 978-1783094424","authors":"F. Gao","doi":"10.7771/2153-8999.1172","DOIUrl":"https://doi.org/10.7771/2153-8999.1172","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"13 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45689640","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: Duran, C. (2017). Language and Literacy in Refugee Families. United Kingdom, UK: Palgrave MacMillan. 226 pp. ISBN: 978-1-137-58754-1","authors":"Nguyen Dao","doi":"10.7771/2153-8999.1168","DOIUrl":"https://doi.org/10.7771/2153-8999.1168","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"13 1","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48780076","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":"High Points, Low Points, Turning Points: Life Stories of Cambodian American Youth","authors":"A. McCabe, Khanh T. Dinh","doi":"10.7771/2153-8999.1162","DOIUrl":"https://doi.org/10.7771/2153-8999.1162","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"13 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2018-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005593","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}
Research on the educational achievement of racialized minorities and immigrants have largely discussed culture as either a deficit or an advantage for academic success. This paper explores gender differences in educational achievement and how the educational choices of second-generation Hmong American girls are impacted by racially constructed gender norms. In response to hegemonic and subordinated femininities, second-generation Hmong American girls pursue education to enter mainstream America and reject Asian ethnic culture and femininity. Gender equality is normalized and equated with White femininity and American mainstream culture while Asian femininity and ethnic culture is constructed and subordinated as “other.” This research complicates the salience of culture in scholarship on minority student achievement and considers how the educational choices of second-generation Hmong American girls draw ideologically on a racial discourse that reinforces White dominance.
{"title":"Gender, Culture, and the Educational Choices of Second Generation Hmong American Girls","authors":"Bao Lo","doi":"10.7771/2153-8999.1149","DOIUrl":"https://doi.org/10.7771/2153-8999.1149","url":null,"abstract":"Research on the educational achievement of racialized minorities and immigrants have largely discussed culture as either a deficit or an advantage for academic success. This paper explores gender differences in educational achievement and how the educational choices of second-generation Hmong American girls are impacted by racially constructed gender norms. In response to hegemonic and subordinated femininities, second-generation Hmong American girls pursue education to enter mainstream America and reject Asian ethnic culture and femininity. Gender equality is normalized and equated with White femininity and American mainstream culture while Asian femininity and ethnic culture is constructed and subordinated as “other.” This research complicates the salience of culture in scholarship on minority student achievement and considers how the educational choices of second-generation Hmong American girls draw ideologically on a racial discourse that reinforces White dominance.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"12 1","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2017-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43716457","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}
Recommended Citation Marston, John (2017) "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," Journal of Southeast Asian American Education and Advancement: Vol. 12 : Iss. 1, Article 6. DOI: 10.7771/2153-8999.1167 Available at: https://docs.lib.purdue.edu/jsaaea/vol12/iss1/6
{"title":"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","authors":"John Marston","doi":"10.7771/2153-8999.1167","DOIUrl":"https://doi.org/10.7771/2153-8999.1167","url":null,"abstract":"Recommended Citation Marston, John (2017) \"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,\" Journal of Southeast Asian American Education and Advancement: Vol. 12 : Iss. 1, Article 6. DOI: 10.7771/2153-8999.1167 Available at: https://docs.lib.purdue.edu/jsaaea/vol12/iss1/6","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"12 1","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2017-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42210397","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}
The case under investigation explores how a participatory action research (PAR) project between three Karen adolescent brothers and their American tutor/coresearcher 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. Furthermore, this study demonstrates how educators can begin to involve students in ways that make education personal, relevant and meaningful to groups who are often marginalized in school and communities.
{"title":"Co-creating the Dialogic: How a Participatory Action Research Project Promoted Second Language Acquisition of Karen Youth","authors":"D. Gilhooly, L. A. Channa, Charles Allen Lynn","doi":"10.7771/2153-8999.1161","DOIUrl":"https://doi.org/10.7771/2153-8999.1161","url":null,"abstract":"The case under investigation explores how a participatory action research (PAR) project between three Karen adolescent brothers and their American tutor/coresearcher 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. Furthermore, this study demonstrates how educators can begin to involve students in ways that make education personal, relevant and meaningful to groups who are often marginalized in school and communities.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"12 1","pages":"5"},"PeriodicalIF":0.0,"publicationDate":"2017-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203967","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}
David M. Lee, L. Duesbery, Peggy P. Han, Thupten Tashi, Chia S. Her, V. Pang
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 their White American counterparts on reading. In addition, the study examined the influence of parent education levels, free/reduced lunch status, 1 Lee et al.: Academic Needs and Family Factors in the Education of Southeast Asian American Students Published by Purdue e-Pubs, 2017 and ethnicity on academic achievement. A huge achievement gap continues to plague many Southeast Asian American students.
{"title":"Academic Needs and Family Factors in the Education of Southeast Asian American Students: Dismantling the Model Minority Myth","authors":"David M. Lee, L. Duesbery, Peggy P. Han, Thupten Tashi, Chia S. Her, V. Pang","doi":"10.7771/2153-8999.1154","DOIUrl":"https://doi.org/10.7771/2153-8999.1154","url":null,"abstract":"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 their White American counterparts on reading. In addition, the study examined the influence of parent education levels, free/reduced lunch status, 1 Lee et al.: Academic Needs and Family Factors in the Education of Southeast Asian American Students Published by Purdue e-Pubs, 2017 and ethnicity on academic achievement. A huge achievement gap continues to plague many Southeast Asian American students.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"12 1","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45767569","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":"Teaching for Social Justice: (Post-) Model Minority Moments","authors":"Candace J. Chow","doi":"10.7771/2153-8999.1155","DOIUrl":"https://doi.org/10.7771/2153-8999.1155","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45037709","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}
Stacey J. Lee, Choua P. Xiong, L. M. Pheng, Mai N. Vang
Whether framed as model minorities or used as evidence that the model minority is a myth, Hmong Americans and other Southeast Asians are constrained by the model minority stereotype. As a disciplinary tool, the model minority stereotype controls Asian American experiences and identities. This paper explores the complex and diverse ways that Hmong Americans in a community in Wisconsin are making sense of and responding to the model minority stereotype and the racial positioning of the Hmong American community. Our paper will illustrate the persistent power of the model minority stereotype to frame Asian American experiences, identities and actions.
{"title":"The Model Minority Maze: Hmong Americans Working Within and Around Racial Discourses","authors":"Stacey J. Lee, Choua P. Xiong, L. M. Pheng, Mai N. Vang","doi":"10.7771/2153-8999.1153","DOIUrl":"https://doi.org/10.7771/2153-8999.1153","url":null,"abstract":"Whether framed as model minorities or used as evidence that the model minority is a myth, Hmong Americans and other Southeast Asians are constrained by the model minority stereotype. As a disciplinary tool, the model minority stereotype controls Asian American experiences and identities. This paper explores the complex and diverse ways that Hmong Americans in a community in Wisconsin are making sense of and responding to the model minority stereotype and the racial positioning of the Hmong American community. Our paper will illustrate the persistent power of the model minority stereotype to frame Asian American experiences, identities and actions.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"12 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48546480","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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