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The road less traveled: Southeast As...

Crandall, Jennifer Rene.

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The road less traveled: Southeast Asian American undergraduates' college-going experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The road less traveled: Southeast Asian American undergraduates' college-going experiences./
作者:	Crandall, Jennifer Rene.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Asian American studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10075357
ISBN:	9781339579894

The road less traveled: Southeast Asian American undergraduates' college-going experiences.
Crandall, Jennifer Rene.

The road less traveled: Southeast Asian American undergraduates' college-going experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 236 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2015.

This hermeneutic phenomenological inquiry uses a social, cultural, and aspirational capital framework to explore the college-going experience of Southeast Asian American undergraduates to account for divergent experiences that get lost in generalizations about Asian Americans. Drawing from the college-going experience of Vietnamese and Cambodian American undergraduates at a public research university, this study provides valuable insight into the complex set of social realities for immigrant and/or refugee students and families and strategies students use to navigate their multiple worlds in their quest for a higher education and thus informs education policy and practice. Drawing from Seidman's (1991) phenomenological interview series, data collection entailed in-depth individual interviews of seven Southeast Asian American undergraduates and analysis of participant-selected artifacts.

ISBN: 9781339579894Subjects--Topical Terms:

2122841
Asian American studies.

The road less traveled: Southeast Asian American undergraduates' college-going experiences.
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500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: John C. Weidman.
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520 $a This hermeneutic phenomenological inquiry uses a social, cultural, and aspirational capital framework to explore the college-going experience of Southeast Asian American undergraduates to account for divergent experiences that get lost in generalizations about Asian Americans. Drawing from the college-going experience of Vietnamese and Cambodian American undergraduates at a public research university, this study provides valuable insight into the complex set of social realities for immigrant and/or refugee students and families and strategies students use to navigate their multiple worlds in their quest for a higher education and thus informs education policy and practice. Drawing from Seidman's (1991) phenomenological interview series, data collection entailed in-depth individual interviews of seven Southeast Asian American undergraduates and analysis of participant-selected artifacts.
520 $a The two primary findings---1) intimate familial relations are paramount to college-going and 2) bounded college-going habitus inhibits smooth path to university---signal variability across the three forms of capital due to tensions participants experienced when engaging with their respective environments. One form of capital could compensate for limitations in another, for example, the interplay of which changes over time in accordance with a student's lived experience.
520 $a While schools facilitate and validate the notion of higher education as the pathway for success, it is imperative to consider family structure and influence in order to understand how multiple complex and at times competing influences interact to impact college-going for Southeast Asian American students. Tapping into the dynamic interplay of aspirational and cultural capital through intimate familial relations was one primary strategy participants utilized to facilitate their college-going. Participants possessed a college-going habitus developed in part by parents' high educational values and college/career aspirations and expectations. Additionally, older siblings attending or as recent college graduates facilitated college-going for younger siblings thru the various roles they played such as advisor, tutor, role model, and surrogate parent. This research points to an interdependent approach to education that challenges previous literature. Participant experiences suggest that familial roles and responsibilities are blurred, thus creating the argument for an interdependent conceptualization of family as an institutional context that influences the educational experience and outcomes of Southeast Asian American students.
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