Similar to other Asian American students, Southeast Asian American students are often stereotyped by the popular press as hardworking and high-achieving model minorities. On the other hand, Southeast Asian American youth are also depicted as low-achieving high school dropouts involved in gangs. The realities of academic performance and persistence among Southeast Asian American students are far more complex than either image suggests. This article explores the various explanations for the struggles, successes, and educational experiences of Southeast Asian students. To highlight differences across ethnic groups, we review the literature on each Southeast Asian ethnic group separately and examine the successes and continuing struggles facing first- and second-generation Vietnamese American, Cambodian American, Hmong American, and Lao American students in the United States.

Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Review(s) of: Language Stories and Literacy Lessons by Jerome Harste, Virginia Woodward and Carolyn Burke Published by Heinemann, 1984. Price: $27.95 (paperback, 252 pp.) For educators interested in the whole language approach to literacy development.

Language stories and literacy lessons [Book Review]

This article reports on a study that examined the ways in which parents influence the educational trajectories of Southeast Asian American (SEAA) undergraduates at four-year institutions. Individual, face-to-face interviews with 34 SEAAs were conducted and analyzed. Findings illustrate the complex and multifaceted ways that parental influences shape SEAA educational trajectories.

Unpacking the Complex and Multifaceted Nature of Parental Influences on Southeast Asian American College Students' Educational Trajectories

I ACKNOWLEDGEMENTS III TABLE OF CONTENTS V LIST OF TABLES IX LIST OF FIGURES IX CHAPTER 1: INTRODUCTION 1

/pdf/chinese-immigrant-children-in-new-zealand-early-childhood-2ost90deyh.pdf

Chinese Immigrant Children in New Zealand Early Childhood Centres

While Asian Americans are often depicted as one high-achieving group, there are in fact a wide diversity of Asian American populations that each have their own history and acculturation experiences in the United States. Vietnamese Americans are a particularly unique group; having come with other Southeast Asian refugee groups after the Vietnam War, they are a relatively recent addition to U.S. society with very different circumstances of arrival in comparison with groups from other regions of Asia. This article takes a historical lens to understand the unique factors surrounding Vietnamese American entry to the United States—including policy, societal reception, co-ethnic community, and other barriers and opportunities—that shaped acculturation experiences for this group, influencing their subsequent educational and occupational outcomes.

/pdf/vietnamese-americans-history-education-and-societal-context-3umtd7ouvt.pdf

Vietnamese Americans: History, Education, and Societal Context

kindergartner, during her first year at East Elementary School. According to Van Nguyen, Vietnamese translator, Han’s father, mother, and paternal grandmother moved to California from central Vietnam eight years earlier through the Catholic Social Services’ Amerasian Program. Two years later, they moved to the Midwest where Han’s parents found jobs at a meatpacking company. Her father worked night shifts and her mother worked days, seven days a week. They did not learn to speak English because of the nature of their jobs and the prevalence of Vietnamese speakers in their home and work communities. The classroom, then, was a new language and cultural experience for Han.

/pdf/inquiring-into-a-second-language-and-the-culture-of-school-4nn2zrtp51.pdf

Inquiring into a Second Language and the Culture of School.

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Inquiring into a Second Language and the Culture of School.