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 Expertise
Motivation; Urban Education; Racial and Ethnic Identities; Adolescent Development; School Connectedness; Immigrant Youth; Asian American Studies
I am an Associate Professor of Culture and Teaching and faculty 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.
Some of my 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 Lebaron 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 currently chair the Research on the Education of Asian Pacific Americans SIG of the American Educational Research Association, and serve as book review editor for the Journal of Southeast Asian American Education & Advancement.
- CI 5164: 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: Racial & Ethnic identities in Teaching and Learning
The problematization of Cambodian adolescent boys in US schools: Beyond the model minority stereotype (2015). In G. Conchas and M. Gottfried (Eds.), Inequality, Power, and School Success: Case Studies on Racial Disparity and Opportunity in Education, (pp. 41-61). New York: Routledge.
Proximal processes in urban classrooms: Engagement and disaffection in urban youth of color (2014, w/ Tanner Lebaron Wallace). American Educational Research Journal. 51(5), 937-973.
Racialization of abilities and disabilities in US schools: Asian American and Pacific Islander students in gifted and special education (2013, w/ Amanda Sullivan). Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 20(2), 49-59.
Creating connectedness through Being Known: Fulfilling the need to belong in US high schools (2012, w/ Tanner Lebaron Wallace). Youth and Society, 46(3), 379-401.
Subdimensions of adolescent belonging in high school (2012, w/ Tanner Lebaron Wallace & Feife Ye). Applied Developmental Science, 16(3), 1-18.
Motivation for academic achievement in urban American schools (2012, w/ Cynthia Hudley). 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.
Asian American ethnic options (2010 w/ Cynthia Hudley). Anthropology and Education Quarterly, 41(4), 341-359.
The multiple worlds of successful Cambodian American students (2010, w/ C. Hudley, M. Brenner, & R. Macias). Urban Education, 45(1), 30-57.
Factors supporting academic engagement among Cambodian American high school youth (2010, w/ A. Dosalmas & N. Rinthapol). Journal of Southeast Asian American Education and Advancement, 5, 1-14.
A model of Mexican American academic achievement: Perceived parental educational involvement, acculturation and self-esteem (2009, w/ F. Carranza, S. You, & C. Hudley). Adolescence, 44(174), 313-333.
A little district that could: The process of building district-school trust (2008, w/ E. Gilkey, M. Gonzalez, J. Chrispeels & A. Daly). 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