Ph.D. University of California, Santa Barbara
culture and teaching
Room 359 Peik Hall
159 Pillsbury Dr S E
Curriculum and Instruction
Room 359 Peik Hall
159 Pillbury Dr SE
Areas of Interest
Urban Education; Racial and Ethnic Identities; Adolescence; Engagement; School Connectedness; Immigrant Youth
I am an Assistant Professor of Culture and Teaching with an affiliation in the Asian American Studies Program. The consistent threads that cut across my research have been meeting the teaching and learning needs of immigrant and marginalized students, examining the relationships between educational institutions, families, and social context, and employing interdisciplinary frameworks and diverse methodologies to the study of education.
My past work has focused on the academic and ethnic identities of Cambodian American students. I have discussed how the ethnic identity options and decisions for these students hold important consequences for relationships with peers, teachers, and other significant adults in school. My other writing has more broadly focused on the experiences of students of color to understand from students how teachers and schools might better help them realize their promise. I am continuing this line of research through a collaborative project that investigates adolescents’ perceptions of “being known” (with Tanner Wallace, University of Pittsburgh. We are currently investigating the roles in which students’ sense of being known play in supportive school experiences and positive youth development.
I am a co-chair of the States of Southeast Asian American Studies conference in October 2014, and currently serve as book review editor for the Journal of Southeast Asian American Education and Advancement. I am also chair of the Research on the Education of Asian Pacific American SIG of the American Educational Research Association.
- EDHD 5014: Child & Adolescent Development for Teaching and Learning
- CI 3150: Special Topics on Southeast Asian Students in the United States
- CI 8133: Research Methods in Curriculum & Instruction
- CI 8148: Qualitative Research Methods in Education
- CI 8159: Culture and Teaching Colloquium: Racial & Ethnic identities in Teaching and Learning
Wallace, T., & Chhuon, V. (2014). Proximal processes in urban classrooms: Engagement and disaffection in urban youth of color. American Educational Research Journal. DOI: 10.3102/0002831214531324
Chhuon, V. (2014). “I’m Khmer and I’m not a Gangster!”: The problematization of Cambodian male youth in U.S. schools. International Journal of Qualitative Studies in Education, 27 (2), 233-250.
Chhuon, V., & Wallace, T. (2012). Creating connectedness through Being Known: Fulfilling the need to belong in U.S. high schools. Youth and Society, 46(3), 379-401.
Wallace, T., Ye, F., & Chhuon, V. (2012). Subdimensions of adolescent belonging in high school. Applied Developmental Science, 16(3), 1-18.
Hudley, C., & Chhuon, V. (2012). Motivation for academic achievement in urban American schools. In K.Gallagher, R. Goodyear, D. Brewer and R. Rueda (Eds.), Urban Education: A Model for Leadership and Policy, (pp. 271-282). New York: Routledge.
Chhuon, V. (2011). Adolescent heritage speakers of less commonly taught languages in the U.S. Language and Linguistics Compass, 5(9), 666-676.
Chhuon, V., & Hudley, C. (2010). Asian American ethnic options. Anthropology and Education Quarterly, 41(4), 341-359.
Chhuon, V., Hudley, C., Brenner, M.E., & Macias, R. (2010). The multiple worlds of successful Cambodian American students. Urban Education, 45(1), 30-57.
Chhuon, V., Dosalmas, A., & Rinthapol, N. (2010). Factors supporting academic engagement among Cambodian American high school youth. Journal of Southeast Asian American Education and Advancement, 5, 1-14.
Carranza, F.D., You, S., Chhuon, V., & Hudley, C. (2009). A model of Mexican American academic achievement: Perceived parental educational involvement, acculturation and self-esteem. Adolescence, 44(174), 313-333.
Chhuon, V., Gilkey, E., Gonzalez, M., Chrispeels, J., & Daly, A. (2008). A little district that could: The process of building district-school trust. Educational Administration Quarterly, 44 (2), 257-281.
Awards and Distinctions
- 2014: Imagine Funds Grant Program for Arts, Design, and Humanities, University of Minnesota
- 2013: Early Career Contributions Award, American Educational Research Association, Committee on Scholars of Color in Education
- 2013: Grant-in-Aid of Research, Artistry and Scholarship Program, Office of the Vice-President for Research, University of Minnesota
- 2011-13: Urban Research and Outreach Center Fellowship, University of Minnesota
- 2011: NICHD Applied Research Fellowship in Child and Adolescent Development, National Institutes of Health
- 2010: Emerging Scholars Citation, National Center for Institutional Diversity, University of Michigan
- 2010-11: Multicultural Teaching and Learning Fellowship, Center for Teaching and Learning, University of Minnesota