This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated... more This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated students of the policies and regulations for our three doctoral programs. Students should also refer to the policies governing graduate education published on the university’s main website
Part of the Education Commons This document has been made available through Purdue e-Pubs, a serv... more Part of the Education Commons This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for additional information.
Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ r... more Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers’ assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black–white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices.
Learning styles – focus on cooperative learning Encouragement through critique Adult centered Eth... more Learning styles – focus on cooperative learning Encouragement through critique Adult centered Ethnic identity development U.S. Cultures Learning styles— focus on individual efforts Encouragement through positive affirmation Youth centered American “melting pot”
This essay sheds light on the challenges facing Lao immigrant families in New England as they nav... more This essay sheds light on the challenges facing Lao immigrant families in New England as they navigate the U.S. education system. This article highlights the ways that Lao American parents understand and describe their support and involvement in their children's education. It provides historical context for the development of the Laotian American community as well as a review of the literature on Southeast Asian American parental involvement in schools, with a particular focus on Laotian families in New England.
Journal of College Student Retention: Research, Theory & Practice
This study discusses the college and career readiness among full-time Southeast Asian American co... more This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.
This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated... more This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated students of the policies and regulations for our three doctoral programs. Students should also refer to the policies governing graduate education published on the university’s main website
Part of the Education Commons This document has been made available through Purdue e-Pubs, a serv... more Part of the Education Commons This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for additional information.
Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ r... more Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers’ assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black–white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices.
Learning styles – focus on cooperative learning Encouragement through critique Adult centered Eth... more Learning styles – focus on cooperative learning Encouragement through critique Adult centered Ethnic identity development U.S. Cultures Learning styles— focus on individual efforts Encouragement through positive affirmation Youth centered American “melting pot”
This essay sheds light on the challenges facing Lao immigrant families in New England as they nav... more This essay sheds light on the challenges facing Lao immigrant families in New England as they navigate the U.S. education system. This article highlights the ways that Lao American parents understand and describe their support and involvement in their children's education. It provides historical context for the development of the Laotian American community as well as a review of the literature on Southeast Asian American parental involvement in schools, with a particular focus on Laotian families in New England.
Journal of College Student Retention: Research, Theory & Practice
This study discusses the college and career readiness among full-time Southeast Asian American co... more This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.
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