Table 2 - uploaded by Phitsamay Sychitkokhong Uy
Content may be subject to copyright.
Source publication
Over the past 40 years, the U.S. has accepted over 2.5 million refugee and immigrants from Southeast Asian (SEA) countries of Cambodia, Laos, and Vietnam. Unfortunately after 4 decades of resettlement and assimilation, the SEA community has the lowest levels of educational attainment when compared to other Asian American and Pacific Islander commun...
Context in source publication
Context 1
... Southeast Asian Resource Action Center (SEARAC), a national advocacy group based in Washington D.C., works with strong grassroots community-based organizations at the local level to advocate for policy changes and support of Southeast Asian children and communities. Table 2 details SEA community-based organizations involved in the Southeast Asian American Action and Visibility in Education (SAVE) project. The SAVE program was created specifically to target education policy and reform. ...
Citations
... However, existing research on students from culturally and linguistically diverse (CLD) backgrounds, including those from immigrant families, points to challenges around meaningful parent involvement (Ju et al., 2018;Kugler, 2009;Suizzo et al., 2014;Turnbull, et al., 2016) Moreover, while there is evidence of growing research base Asian American parental involvement 2 (Hsieh & Kim, 2020) research on southeast Asian parental involvement is dismal (Morrow, 1989;Nguyen, 2010;Uy, 2015). Specifically, research on Asian immigrant families of children with disabilities has mainly focused on families from East Asian families, with very limited studies that address immigrant families from Southeast Asia. ...
Knowledge of the special education process has been found to enhance parental involvement with collateral effects of positive school outcomes for students with disabilities. Although research on immigrant families with children with disabilities has increased in recent years, there is limited research specific to Southeast Asian American (SEAA) families, and that of Cambodian American families, in particular. In this study, the authors examined the perspectives and knowledge of Cambodian American parents regarding disabilities, special education services and supports provided to their children with disabilities, and the extent to which these perspectives and their knowledge impacted their level of engagement in their children’s education and schools. Eleven Khmer-speaking Cambodian American parents participated in semi-structured interviews, and the data were analysed using interpretive thematic analysis. Three themes emerged that included (a) divergent perspectives on meaning and cause of disability, (b) access to community and social supports, and (c) challenges associated with language and cultural differences. Authors discuss several implications related to research and practice.
... The importance of investigating entrepreneurial alertness is that it deals with the individual's attentiveness, evaluation, and orientation towards uncertainties and variations in the outward environment (Uy, 2015). Entrepreneurial alertness predisposes a person to constantly scan their environment, acquire more knowledge and make use of opportunities. ...
Growing populations of young people only become a benefit to the economy when they nurture the necessary skills to create more employment opportunities and it is at this step that entrepreneurship becomes crucial. The purpose of the study was to assess the relationship between creative behaviour and entrepreneurial alertness and further, to predict the impact of creative behaviour on entrepreneurial alertness among emerging adults between the age group of 18-24 years attending graduate and postgraduate program in India. The study showed that creativity had predicted entrepreneurship alertness and search, and scanning. Since the study confirmed that creative behaviour and entrepreneurial alertness share a significant relationship, this finding can be used to identify the potential for entrepreneurship in school or college going children who indulge in creative behaviour. The implication of the study was discussed further.
... However, immigrant parents face substantial barriers to school engagement, including lack of familiarity with the U.S. education system, language barriers preventing communication with school personnel, and work schedules that limit parental availability for school meetings [92]. These barriers are compounded by a history of viewing immigrant families with a deficit perspective, which includes attributing low family engagement to individual failures rather than systemic barriers, and of conceptualizing school engagement as a process of families engaging with the school's pre-determined priorities [62,104]. ...
To date, little research has systematically considered the ways in which schools can better address the needs of immigrant-origin youth (IOY). Further, considering the increased negative attitudes toward and policies targeting IOY and families within the U.S., there is a need to go beyond targeting just IOY at risk for mental health concerns and promote a culture of inclusion throughout the school. The goal of this paper is to address ways in which schools can best attend to the mental health needs of IOY by systematically integrating prevention and intervention efforts across three tiers of support within the school setting. Specifically, we propose a three-tiered model of school based mental health services for IOY. Based on a thorough review of current literature, we propose universal, selective, and targeted programming to support the MH needs of IOY and families. We discuss implications for implementation as well as future directions for research.
... The importance of investigating entrepreneurial alertness is that it deals with the individual's attentiveness, evaluation, and orientation towards uncertainties and variations in the outward environment (Uy, 2015). Entrepreneurial alertness predisposes a person to constantly scan their environment, acquire more knowledge and make use of opportunities. ...
A growing population of young people only become a benefit to the economy when they nurture the necessary skills to create more employment opportunities and it is at this step that entrepreneurship becomes crucial. The purpose of the study was to assess the relationship between creative behaviour and entrepreneurial alertness and further, to predict the impact of creative behaviour on entrepreneurial alertness among emerging adults between the age group of 18-24 years attending graduate and postgraduate program in India. The study showed that creativity had predicted entrepreneurship alertness and search, and scanning. Since the study confirmed that creative behaviour and entrepreneurial alertness share a significant relationship, this finding can be used to identify the potential for entrepreneurship in school or college going children who indulge in creative behaviour. The implication of the study was discussed further.
... Moreover, histories of U.S. imperialism and colonization have heavily shaped the conditions of Pacific Islander communities across the nation (Wright & Balutski, 2013). As a result, several education scholars note that U.S. society has created unique challenges for Southeast Asian Americans and Pacific Islanders, who face substantial disparities in college access, degree attainment, and occupational outcomes (Chhuon & Hudley, 2008;Museus, 2013;Ngo & Lee, 2007;Uy, 2015;Vue, 2013;Xiong & Wood, 2016). ...
... Therefore, it is important that higher education recognize the need to center issues uniquely and directly affecting these communities in future scholarship. While these groups are still underrepresented, there has been increased knowledge about them since the time period under examination (e.g., Reyes, 2018;Saelua et al., 2016;Uy, 2015;Xiong & Wood, 2016). With the ongoing growth in visibility of education scholars from these communities, we expect this trend to continue. ...
Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.
... Future studies should underscore the importance of how institutions provide culturally responsive and culturally safe environments, as well as systems to better engage NNES parents. Studies should also investigate and develop systematic workshops to train administrators, pre-service, and inservice teachers to take an active role in implementing critically responsive parental involvement practices across local schools and districts (Johnson, 2015;Uy, 2015). ...
This study examines the extent to which parental involvement factors predict the likelihood of Hispanic non-native English speakers’ (NNESs) postsecondary education (PES) enrollment after controlling for socioeconomic status and linguistic factors. A nationally representative Education Longitudinal Study dataset and a binary multilevel logistic regression model were used to examine the differences in the effects of parental involvement factors on Hispanic NNESs PSE enrollment. The results provide evidence in support of a conceptual model for Hispanic parental involvement, differentiates models from other NNES family groups, focusing on Hispanic NNESs’ unique familial characteristics and support system that could affect students’ PSE enrollment.
... The achievement gap in postsecondary enrollment between NNESs and NESs is due in part to content areas, notably reading and language arts, which require higher English proficiency (Abedi, 2002;Abedi, Leon, & Mirocha, 2003;Woo, 2009). While language proficiency has a strong impact on students' content knowledge and academic performance, sociocultural backgrounds, such as parental support (Li, 2013;Li & Wang, 2012;Uy, 2015), parent-school relationships (Jung & Zhang, 2016;Uy, 2015), home language literacy (Li, 2013;Li & Yang, 2015), as well as cultural values and norms (Kiang et al., 2013) are also important and often overlooked. ...
... The achievement gap in postsecondary enrollment between NNESs and NESs is due in part to content areas, notably reading and language arts, which require higher English proficiency (Abedi, 2002;Abedi, Leon, & Mirocha, 2003;Woo, 2009). While language proficiency has a strong impact on students' content knowledge and academic performance, sociocultural backgrounds, such as parental support (Li, 2013;Li & Wang, 2012;Uy, 2015), parent-school relationships (Jung & Zhang, 2016;Uy, 2015), home language literacy (Li, 2013;Li & Yang, 2015), as well as cultural values and norms (Kiang et al., 2013) are also important and often overlooked. ...
... Implications for policy makers include (1) providing community-based professional development (Uy, 2015) for administrators and educators on how to apply culturally responsive teaching and strategies while working with Asian NNESs' families; ...
While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.
... The cultural and immigration backgrounds of Asian Americans are diverse, but in the case of Cambodian Americans, as well as other SEAA's, the words refugees, war, and trauma are synonymous with these groups. Refugees from Cambodia were subjected to war and genocide in that country beginning in 1970 (Chan, 2004), followed by migration, resettlement, and cultural adjustment (Uy, 2015). Past work has documented a legacy of silence in Cambodian refugees about the violence they experienced during the Khmer Rouge and in the aftermath of war and migration, with that silence supposedly indicative of having overcome past trauma and leaving the past behind (Kidron, 2010). ...
Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending community college as Asianized individuals. Implications for practice include faculty exploration of how they reinforce racialized community college stigma, deeper engagement with families to minimize the reinforcement of negative stigmas associated with community college, and creating educational opportunities to support students’ meaningmaking and abilities to resist stigmatization. Future research should expand on SEAA students’ experiences of community college stigma to include SEAA community college students across different contexts. Additionally, research focusing on specific ethnic populations under the SEAA umbrella experiencing racialized community college stigma is warranted.