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Determinants of Academic Success of Cambodian American Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Determinants of Academic Success of Cambodian American Students./
Author:	Oung, Chanthol.
Description:	1 online resource (240 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Subject:	Social sciences education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369813708

Determinants of Academic Success of Cambodian American Students.
Oung, Chanthol.

Determinants of Academic Success of Cambodian American Students. - 1 online resource (240 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Walden University, 2017.

Includes bibliographical references

Cambodian Americans' (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents' and the children's factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs' households that might affect CASs' academic success. Survey data were collected from a purposive sample of 153 CASs' parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p < .05) between academic success of CASs and the parents' education in Cambodia and the children's age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs' academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs' success and parents' involvement in their children's education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369813708Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

Determinants of Academic Success of Cambodian American Students.
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100 1 $a Oung, Chanthol. $3 1189011
245 1 0 $a Determinants of Academic Success of Cambodian American Students.
264 0 $c 2017
300 $a 1 online resource (240 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Victor V. Ferreros.
502 $a Thesis (Ph.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a Cambodian Americans' (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents' and the children's factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs' households that might affect CASs' academic success. Survey data were collected from a purposive sample of 153 CASs' parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p < .05) between academic success of CASs and the parents' education in Cambodia and the children's age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs' academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs' success and parents' involvement in their children's education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Social sciences education. $3 1179940
650 4 $a Asian American studies. $3 1181012
655 7 $a Electronic books. $2 local $3 554714
690 $a 0534
690 $a 0343
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Public Policy and Administration. $3 1179609
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285943 $z click for full text (PQDT)