"I'm Khmer and I'm Not a Gangster!": The Problematization of Cambodian Male Youth in US Schools

Autor/in	Chhuon, Vichet
Titel	"I'm Khmer and I'm Not a Gangster!": The Problematization of Cambodian Male Youth in US Schools
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 27 (2014) 2, S.233-250 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2012.758788
Schlagwörter	Asian American Students; Males; Social Bias; Negative Attitudes; Urban Areas; Urban Schools; High School Students; Dropouts; Juvenile Gangs; Discourse Analysis; Cambodians; Ethnic Stereotypes; Self Concept; Immigrants; Social Class; Educational Experience; Acculturation; Participant Observation; Expectation; Racial Differences; California + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Negative Fixierung; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; High school; High schools; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Jugendbande; Diskursanalyse; Kambodschanisch; National stereotype; Nationales Stereotyp; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Social classes; Soziale Klasse; Bildungserfahrung; Akkulturation; Teilnehmende Beobachtung; Expectancy; Erwartung; Rassenunterschied; Kalifornien
Abstract	In response to a literature that has paid limited attention to the complex representations of Cambodian students, this article investigated the ways in which Cambodian male youth were problematized in school through Discourses that presented them as apathetic students and/or gang members at one California high school. In this study, the ways in which race, gender, and class collided in the school experiences of Cambodian boys manifested themselves in troubling representations that deflected attention away from the school's failure to teach these young men. For these negative representations to work, it was necessary to position Cambodian boys in contrast to more positive depictions of other students' racial (whites and "East Asians"), class (non-"ghetto"), and gender (good Cambodian girls) categories. Overall, this study contributes an important dimension for understanding the education of Asian American urban male students, particularly Cambodian youth. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10