Download or read book Factors that Contribute to High and Low Performing Vietnamese American High School Students written by Mark Hung Nguyen and published by . This book was released on 2009 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors that Influence College Choice and Pathways Among Vietnamese American High School Students written by Huy Tran and published by . This book was released on 2012 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Socio cultural Factors in the Educational Achievement of Vietnamese American High School Students written by Lynne T. Saito and published by . This book was released on 1999 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Home School and Community Resources Impacting Achievement for Low income Second generation Vietnamese American College Students written by and published by . This book was released on 2016 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vietnamese Americans make up the fourth largest Asian ethnic group in the United States, yet have one of the highest rates of poverty among other Asian American groups. Existing research shows the bimodal achievement of Vietnamese Americans, particularly because Vietnamese American youth have high attainment rates compared to other Southeast Asian groups, but have lower attainment rates compared to Asian Americans as a whole. The purpose of this study was to examine home, school, and community resources supporting high achievement for low-income second-generation Vietnamese American students. The Network Theory of Social Capital model was adapted for an inclusive approach in looking at achievement factors among different locations. The utilized model considers the structural position and characteristics of the home, school, and community networks in providing social capital or resources benefitting achievement as well as the active engagement of individuals in accessing and mobilizing said resources. For the study, 40 second-generation Vietnamese American upperclassmen and recent graduates from 4-year colleges and universities were interviewed. The interviews provided a comprehensive insight into their educational experiences and the paths that led to their high achievement. Findings indicate that various resources in the home, school, and community networks support high achievement such as positive parental influences, institutional structures and programs, positive relationships with teachers and counselors, and personal characteristics related to resilience and perseverance. A content analysis was conducted to determine what resources within the home, school, and community networks most influenced their achievement. The data suggest that the home network, particularly parents, sets the foundation for positive association towards education while the school significantly provides tools, skills, and other positive influences for achievement. Furthermore, improving access to resourceful campus and community centers would help increase mobilization of resources towards attaining desired goals. Contributing resources and efforts on a multidimensional level will increase the likelihood of initiating high achievement for the greater Vietnamese American student population.

Download or read book Persistence Determination and Hard Work are Crucial Ingredients for Life written by Betty Tram Ta and published by . This book was released on 2015 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Asian Americans are often regarded as the "model minority," applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated. Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach. Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students' ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants. Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.

Download or read book The Asian American Achievement Paradox written by Jennifer Lee and published by Russell Sage Foundation. This book was released on 2015-06-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.

Download or read book Ethnic Identity and Motivation written by Lynne Tsuboi Saito and published by LFB Scholarly Publishing. This book was released on 2002 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study of Cultural Adjustment Vietnamese Students in an American High School written by Eric F. Luce and published by . This book was released on 1990 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Discriminating the Academically High Average and Low achievers Among Junior College Asian American Students written by Lap Tak Chu and published by . This book was released on 1991 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book First in the Family written by Loc V. Truong and published by . This book was released on 2016 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "First in the family: how high-achieving, first-generation Vietnamese-American students navigate the elite college environment, a study using portraiture methodology," is an in-depth study of five Vietnamese-American students at an elite institution, Ivy College (pseudonym). The main purpose of the study was to examine the lived experiences of first-generation Vietnamese-American students at a highly selective college using Portraiture methodology. The study analyzed the data using Bourdieuian's theory of social and cultural capital. The main research questions were: (1) What does being first-generation mean for Vietnamese-American students at Ivy College? (2) What challenges do first-generation Vietnamese-American students experience at Ivy College? (3) How do Vietnamese-American students navigate the elite college environment? Findings from the study indicated that first-generation Vietnamese-American students are able to navigate the elite college environment; however, they had to overcome daunting obstacles. Consistent with extant research, certain characteristics of first-generation, low-income students were evidenced. Participants in the study reported that their parents were extremely supportive of their children's education, even though their parents were not able to help them navigate the college application process and eventual matriculation. All participants experienced significant challenges in college due to their lack of social and cultural capital, low-income status, and first-generation status.

Download or read book Serving Library Users from Asia written by John Hickok and published by Rowman & Littlefield. This book was released on 2019-06-12 with total page 752 pages. Available in PDF, EPUB and Kindle. Book excerpt: Asian populations are among some of the fastest growing cultural groups in the US. While books on serving other target groups in libraries have been published (e.g., disabled, Latino, seniors, etc.), few books on serving library users of Asian heritage have been written. Thus the timely need for this book. Rather than a generalized overview of Asians as a whole, this book has 24 separate chapters—each on 24 specific Asian countries/cultures of East, Southeast, and South Asia—with a wealth of resources for understanding, interacting with, outreaching to, and serving library users of each culture. Resources include cultural guides (both print and online), language helps (with sample library vocabulary), Asian booksellers, nationwide cultural groups, professional literature, and more. Resources and suggestions are given for all three types of libraries—public, school, and academic—making this book valuable for all librarians. The demographics of each Asian culture (numbers and distribution)—plus history of immigration and international student enrollment—is also featured. As a bonus, each chapter spotlights a US public, school, and academic library providing model outreach to Asian library users. Additionally, this book provides a detailed description and analysis of libraries in each of the 24 Asian countries. The history, development, facilities, conditions, technology, classification systems, and more—of public, school, and academic libraries—are all discussed, with detailed documentation. Country conditions influencing libraries and library use are also described: literacy levels, reading cultures, languages and writing systems, educational systems, and more. Based on the author’s 15 years of research and travels to Asia, this work is a must-have for all librarians.

Download or read book Perceptions of Low SES High Academic Achievement Vietnamese Middle Grades Students of Factors that Have Contributed to Their School Achievement written by Judith A. Scott and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Policy Implications of Trends for Asian American Students Student Achievement Policy Brief 2 written by Nancy Kober and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Asian American students, who comprise almost 5% of public school students in the U.S., are a very diverse group. In the aggregate, Asian Americans often have the highest achievement on state tests among major racial/ethnic subgroups. But this overall high performance can sometimes lead educators and policymakers to overlook the needs of low-achieving Asian American students, many of whom are immigrants, refugees, or English language learners (ELLs). This brief looks at the performance of Asian American students on state reading and mathematics tests and considers the policy implications of these achievement trends. Part 1 summarizes key results for Asian Americans on the state tests used for accountability under the No Child Left Behind Act (NCLB). Included are trends since 2002 in the percentages of Asian American students reaching the proficient and advanced levels of achievement on state tests, as well as various analyses of 2008 state test data for Asian Americans and other racial/ethnic groups. The information in part 1 is drawn from an immense set of test data from all 50 states that was gathered by the Center on Education Policy (CEP) with technical support from the Human Resources Research Organization (HumRRO) and was verified by state officials. For the past three years, CEP has used these data to do an ongoing study of state test score trends. Part 2 of this brief considers the policy implications of Asian American achievement trends. The authors arrived at these implications after reviewing studies by other researchers about possible factors affecting the achievement of Asian American students. Tables showing the 2008 percentages proficient in reading and math at grades 4, 8, and high school for the major racial/ethnic subgroups in each of the 50 states are appended. (Contains 10 tables, 1 figure, and 3 footnotes.) [This policy brief was written with assistance from Victor Chudowsky, Naomi Chudowsky, and Shelby Dietz. For "Student Achievement Policy Brief #1: African American Students," see ED513304.].

Download or read book New Perspectives on Asian American Parents Students and Teacher Recruitment written by Clara C. Park and published by IAP. This book was released on 2009-04-01 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and National Association for Asian and Pacific American Education) This research anthology is the fifth volume in a series sponsored by the Special Interest Group - Research on the Education of Asian and Pacific Americans (SIG - REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents’ involvement in the education of their children, as well as the direct and indirect effects on children’s academic achievement; Asian American children’s literacy development and learning strategies; Asian American teachers’ motivation to enter teaching profession, and strategies to recruit and retain them; the “model minority stereotype” of Asian American students and their socio-emotional development; campus climate and perceived racism toward Asian American college students, etc. This series blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in Asian American education, parental involvement, and teacher recruitment. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource.

Download or read book Asian American Society written by Mary Yu Danico and published by SAGE Publications. This book was released on 2014-08-19 with total page 2078 pages. Available in PDF, EPUB and Kindle. Book excerpt: Asian Americans are a growing, minority population in the United States. After a 46 percent population growth between 2000 and 2010 according to the 2010 Census, there are 17.3 million Asian Americans today. Yet Asian Americans as a category are a diverse set of peoples from over 30 distinctive Asian-origin subgroups that defy simplistic descriptions or generalizations. They face a wide range of issues and problems within the larger American social universe despite the persistence of common stereotypes that label them as a “model minority” for the generalized attributes offered uncritically in many media depictions. Asian American Society: An Encyclopedia provides a thorough introduction to the wide–ranging and fast–developing field of Asian American studies. Published with the Association for Asian American Studies (AAAS), two volumes of the four-volume encyclopedia feature more than 300 A-to-Z articles authored by AAAS members and experts in the field who examine the social, cultural, psychological, economic, and political dimensions of the Asian American experience. The next two volumes of this work contain approximately 200 annotated primary documents, organized chronologically, that detail the impact American society has had on reshaping Asian American identities and social structures over time. Features: More than 300 articles authored by experts in the field, organized in A-to-Z format, help students understand Asian American influences on American life, as well as the impact of American society on reshaping Asian American identities and social structures over time. A core collection of primary documents and key demographic and social science data provide historical context and key information. A Reader's Guide groups related entries by broad topic areas and themes; a Glossary defines key terms; and a Resource Guide provides lists of books, academic journals, websites and cross references. The multimedia digital edition is enhanced with 75 video clips and features strong search-and-browse capabilities through the electronic Reader’s Guide, detailed index, and cross references. Available in both print and online formats, this collection of essays is a must-have resource for general and research libraries, Asian American/ethnic studies libraries, and social science libraries.

Download or read book Asian Americans written by Pyong Gap Min and published by Pine Forge Press. This book was released on 2006 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This is a textbook for undergraduate students studying the Asian American experience and ethnic studies in the fields of Sociology, Political Science, History, and Cultural Studies."--Jacket.

Download or read book The Color of Success written by Gilberto Q. Conchas and published by Teachers College Press. This book was released on 2006-01-21 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through students' own voices and perspectives, this book reveals how and why some racial minorities achieve academic success, despite limited opportunity. Based on the experiences of Black, Latino, and Vietnamese urban high school students, the author provides a revealing comparative analysis that offers insight into how schools can provide opportunities and safe learning environments where youth acquire real goals, expectations, and tangible pathways for success. Offering alternatives to current practices and structures of inequality that plague educational systems throughout the nation, this sociologically informed book: takes a rare look at urban school success stories, instead of those depicting failure; explores the social processes that enable racial minority youth to escape the unequal structures of urban schooling to perform well in school; and focuses on youth's interpretations and reactions to the schooling process to determine how schools can empower youth and promote the social mobility of low-income urban populations.