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"Understanding the academic trajecto...

Truong, Krissyvan Khamvongsa.

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"Understanding the academic trajectories of Southeast Asian American college students: A funds of knowledge and forms of capital approach".

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Understanding the academic trajectories of Southeast Asian American college students: A funds of knowledge and forms of capital approach"./
作者:	Truong, Krissyvan Khamvongsa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	171 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617445
ISBN:	9781303848766

"Understanding the academic trajectories of Southeast Asian American college students: A funds of knowledge and forms of capital approach".
Truong, Krissyvan Khamvongsa.

"Understanding the academic trajectories of Southeast Asian American college students: A funds of knowledge and forms of capital approach". - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 171 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2014.

This item is not available from ProQuest Dissertations & Theses.

Southeast Asians with nearly forty years in the U.S. remains a group that is rarely understood academically. Placed in a bifurcated position, they are viewed as high achieving through the model minority lens and low achieving when compared to the Asian American population. This complicates our understanding of Southeast Asians' educational experiences and academic outcomes, and in addition, existing empirical studies have focused on cultural capital and social capital factors in explaining their academic achievement.

ISBN: 9781303848766Subjects--Topical Terms:

641065
Higher education.

"Understanding the academic trajectories of Southeast Asian American college students: A funds of knowledge and forms of capital approach".
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245 1 0 $a "Understanding the academic trajectories of Southeast Asian American college students: A funds of knowledge and forms of capital approach".
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300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Cecilia Rios-Aguilar.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Southeast Asians with nearly forty years in the U.S. remains a group that is rarely understood academically. Placed in a bifurcated position, they are viewed as high achieving through the model minority lens and low achieving when compared to the Asian American population. This complicates our understanding of Southeast Asians' educational experiences and academic outcomes, and in addition, existing empirical studies have focused on cultural capital and social capital factors in explaining their academic achievement.
520 $a This study seeks to better understand Southeast Asian students' educational trajectories and academic achievement using an integrative framework involving funds of knowledge, cultural capital, and social capital. Using a qualitative approach, thirty Southeast Asian college students from California and Minnesota were interviewed. Findings from the study highlight aspects of household's experiential knowledge and resources, cultural values, and family and non-family social network that are support mechanisms to Southeast Asian students' academic success. It also reveals gender ideologies, language practices, and family obligations continue to be challenges to Southeast Asian students' education. Additionally, institutionalized knowledge and financial resources are not abundant within these communities and continue to be barriers to their education. Unique to this study is the findings of three distinct forms of Southeast Asian parental involvement that are important to Southeast Asian students' academic achievement. Furthermore, findings highlight that students do not mis(recognize), activate/mobilize, convert, and transmit all their resources they have access to from families, school, and communities into concrete educational benefits. This study adds to the extant body of literature by offering an alternative approach to understanding Southeast Asian education through an integrative framework.
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