Home, School, and Community Resources Impacting Achievement for Low-Income Second-Generation Vietnamese American College Students

• Main Author: Nguyen, Annie T
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2016
• Subjects: Asian American Studies; Educational sociology
• ISBN: 1369023030; 9781369023039

Claremont Graduate University and San Diego State University: 2016 Vietnamese Americans make up the fourth largest Asian ethnic group in the United States, yet have one of the highest rates of poverty among other Asian American groups. Existing research shows the bimodal achievement of Vietnamese Americans, particularly because Vietnamese American youth have high attainment rates compared to other Southeast Asian groups, but have lower attainment rates compared to Asian Americans as a whole. The purpose of this study was to examine home, school, and community resources supporting high achievement for low-income second-generation Vietnamese American students. The Network Theory of Social Capital model was adapted for an inclusive approach in looking at achievement factors among different locations. The utilized model considers the structural position and characteristics of the home, school, and community networks in providing social capital or resources benefitting achievement as well as the active engagement of individuals in accessing and mobilizing said resources. For the study, 40 second-generation Vietnamese American upperclassmen and recent graduates from 4-year colleges and universities were interviewed. The interviews provided a comprehensive insight into their educational experiences and the paths that led to their high achievement. Findings indicate that various resources in the home, school, and community networkssupport high achievement such as positive parental influences, institutional structures and programs, positive relationships with teachers and counselors, and personal characteristics related to resilience and perseverance. A content analysis was conducted to determine what resources within the home, school, and community networks most influenced their achievement. The data suggest that the home network, particularly parents, sets the foundation for positive association towards education while the school significantly provides tools, skills, and other positive influences for achievement. Furthermore, improving access to resourceful campus and community centers would help increase mobilization of resources towards attaining desired goals. Contributing resources and efforts on a multidimensional level will increase the likelihood of initiating high achievement for the greater Vietnamese American student population.