Cambodian Invisibility

Students Lost between the “Achievement Gap” and the “Model Minority”

Datos Bibliográficos

ID12764904
AutoresRoberta Wallitt (Center for Health and Gender Equity, autor de correspondencia)
Año2008
Volumen10
Número1
Páginas3-9
Fecha de publicación2008-02-18
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaMulticultural Perspectives (JOURNAL)
Identificadores de la revistaISSN: 1532-7892 • E-ISSN: 1521-0960
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15210960701869298
OpenAlexW2049738950
IdiomaEN
Citas recibidas6
Referencias citadas9

This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and feelings of alienation. The author suggests that this situation could be remedied by, among other things, developing strong teacher/student relationships based on knowledge of their students; by providing culturally responsive pedagogy; and by incorporating smaller educational environments. Although this study focuses on Cambodian American students, educators will find applicability to other refugee students, language minority students, and any students who are marginalized from the dominant cultural approach of most schools

Alienation · Feeling · Invisibility · Mathematics education · Pedagogy · Political science · Refugee · Sociology · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Educator Training and Historical Pedagogy · Psychology · Social Psychology