Asian-Americans are highly educated; however, Cambodian Americans are still facing educational challenges (Tang & Kao, 2012). According to the Center for American Progress (2014), 37% of Cambodian Americans have less than a high school degree, 27% have a high school degree or equivalents, and 14% have a bachelor’s degree or higher. There may be many factors that lead to the underachievement of Cambodian American students; however, this study focused on the type of parental engagement Cambodian American parents offer their children.
This qualitative research examines the types of parental engagement Cambodian American parents offer their children. Ten Cambodian American parents (six second-generation and four first generation) participated in this study. The dissertation utilized the conceptual framework of Epstein's Framework of Six Types of Involvement (1992) and Hoover-Dempsey and Sandler’s Model of Parental Involvement (1995) to navigate the research questions: 1) What characterized the parent involvement of first-generation Cambodian Americans? 2) What characterized the parent involvement in their children’s schooling as 1.5 and second-generation Cambodian American? 3) How did Cambodian American parents describe the way they were received at the child’s school?
After analyzing the data, the researcher found multiple themes in each research questions: (Q1) high expectations, teacher support, indirect parent involvement, and challenges and barriers; (Q2) involvement in the life of their child and importance of early childhood education and (Q3) welcoming teachers and a partner to help. The recommendations included policy on schools mandating the creation of Southeast Asian Advisory Committee. Giving Cambodian American parents information about higher grades will give them the support they need to guide their children to be successful in school. Another policy recommendation included schools mandating professional translators to parents who do not speak English as their first language. Other recommendations included providing counselors to parents who are still facing trauma, disaggregating research data and having teachers attend more conferences to learn about their students’ culture.
|Commitee:||Reese, Leslie, King, Tawnie|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Asian American Studies, Asian Studies, Education|
|Keywords:||Asian Americans, Cambodian Americans, Parent involvement|
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