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This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through
the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high
schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified
as Cambodian were essentialized into the discourse of urban low achieving and culturally deficient minority students. Cambodian
students’ identities in the less selective academic programs were often quite visible to teachers. This characterization was
often coupled with a panethnic representation of Asian American students in selective programs who were considered motivated
and supported by advantageous home and cultural values. In these contexts, teachers preferred to discuss Cambodian students
in panethnic terms, ignoring students’ ethnic backgrounds, described their Cambodian students as part of their “bright Asian
students” group. Overall, this study extends other works on Asian American ethnicity and panethnicity by focusing on the conflicting
identities that affect the schooling of Cambodian students. These analyses complicate further the static notion of Asian American
students as model minorities by emphasizing the fluid, problematic, and contextually-based nature of the construct. 相似文献
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