Abstract
Contrary to traditional models of student persistence, Cambodian refugee students' survival strategies reflect and enhance the significance of reference points external to the academic and social domains of the university. Authorizing Cambodian student voices reveals the strengths and needs of their multidimensional backgrounds—particularly in relation to the curriculum and dynamics of teaching and learning in the classroom. (Cambodian Students, Southeast Asian Students, College Student Persistence, Student Voices)
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Cited by (4)
Cited by four other publications
Tang, Shirley Suet‐ling & Peter Nien‐chu Kiang
2011. Refugees, veterans, and continuing pedagogies of PTSD in Asian American studies. New Directions for Teaching and Learning 2011:125 ► pp. 77 ff.
Ngo, Bic & Stacey J. Lee
2007. Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education. Review of Educational Research 77:4 ► pp. 415 ff.
Kiang, Peter Nien-chu
2004. Checking Southeast Asian American Realities in Pan-Asian American Agendas. AAPI Nexus Journal: Policy, Practice, and Community 2:1 ► pp. 48 ff.
Zou, Yali
2002. Multiple identities of a Chinese immigrant: A story of adaptation and empowerment. International Journal of Qualitative Studies in Education 15:3 ► pp. 251 ff.
This list is based on CrossRef data as of 10 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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