ERIC Number: EJ810914
Record Type: Journal
Publication Date: 2008-Jan
Abstractor: As Provided
Reference Count: 23
Cambodian Invisibility: Students Lost between the "Achievement Gap" and the "Model Minority"
Multicultural Perspectives, v10 n1 p3-9 Jan 2008
This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and feelings of alienation. The author suggests that this situation could be remedied by, among other things, developing strong teacher/student relationships based on knowledge of their students; by providing culturally responsive pedagogy; and by incorporating smaller educational environments. Although this study focuses on Cambodian American students, educators will find applicability to other refugee students, language minority students, and any students who are marginalized from the dominant cultural approach of most schools.
Descriptors: Language Minorities, Cambodians, Dropout Rate, Academic Achievement, Minority Groups, Refugees, Alienation, Austro Asiatic Languages, Educational Experience, Asian Americans, Educational Change, Teacher Student Relationship, Educational Environment, Foreign Countries, Multicultural Education, Ethnic Stereotypes
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Cambodia; United States