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Voices of Cambodian American college graduates : factors that contributed to their challenges and success in earning a bachelor's degree

Author: Mathew Kaizer N Gonzales
Publisher: [Long Beach, California] : California State University, Long Beach, 2018.
Dissertation: M.S. California State University, Long Beach 2018
Series: California State University, Long Beach.; Master's thesis collection, Department of Educational Leadership.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : eBook   Computer File : English
Summary:
Abstract: While aggregated data demonstrates a high degree of educational attainment among Asian Americans as a whole, disaggregated data reveals a striking disparity among Cambodian Americans. Postsecondary education experiences of Cambodian Americans are often overlooked, in part due to a pervasive model minority stereotype. This qualitative study explored factors contributing to challenges and successes of 12  Read more...
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Details

Material Type: Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Mathew Kaizer N Gonzales
ISBN: 9780438258815 0438258819
OCLC Number: 1081042663
Description: 1 online resource (vii, 65 pages) : color illustrations, maps.
Series Title: California State University, Long Beach.; Master's thesis collection, Department of Educational Leadership.
Responsibility: by Mathew Kaizer N. Gonzales.

Abstract:

Abstract: While aggregated data demonstrates a high degree of educational attainment among Asian Americans as a whole, disaggregated data reveals a striking disparity among Cambodian Americans. Postsecondary education experiences of Cambodian Americans are often overlooked, in part due to a pervasive model minority stereotype. This qualitative study explored factors contributing to challenges and successes of 12 Cambodian Americans who successfully earned a bachelor's degree from a California institution. Four themes emerged from this study: Family--two camps, Cambodian invisibility, major challenges and barriers, and internal and external resources for success. Findings revealed how pervasive stereotypes, family perceptions, language barriers, and other commitments influenced the college experience while highlighting the role that internal drive, peers, and institutional support had on their success. This study adds to limited research on the experiences of Cambodian Americans in higher education and offers recommendations for policy, practice, and future research.

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