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1. Examining the Influences of Gender, Race, Ethnicity, and Social Capital on the Subjective Health of Adolescents (EJ825232)
Author(s):
Almgren, Gunnar; Magarati, Maya; Mogford, Liz
Source:
Journal of Adolescence, v32 n1 p109-133 Feb 2009
Pub Date:
2009-02-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Individual Characteristics; Race; Adolescents; Foreign Countries; Social Networks; Gender Differences; Social Capital; Immigrants; Health; Student Surveys; High School Seniors; Parent Child Relationship; Control Groups; School Safety; Vietnamese People; Asian Americans; Cambodians; Ethnicity; Student Attitudes
Abstract: We investigate the factors that influence adolescent self-assessed health, based upon surveys conducted between 2000 and 2004 of high-school seniors in Washington State (N = 6853). A large proportion of the sample (30%) was first and second generation immigrants from Asia, Latin America, and Eastern Europe. Findings include a robust negative effect of female gender on self-reported health that is largely unmodified by demographic, developmental, social capital, and parental support variables, gender differences in the covariates of self-reported health, and the tendency of male adolescents of Cambodian and Vietnamese origin to report lower levels of self-reported health despite controls for other health-related individual characteristics. Social capital dimensions such as positive school affiliation, social network cohesion, and a safe learning environment were found to covary with the self-reported health of adolescent females. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Reliability and Validity of the Vietnamese Vineland Adaptive Behavior Scales with Preschool-Age Children (EJ828660)
Goldberg, Michael R.; Dill, Charles A.; Shin, Jin Y.; Nhan, Nguyen Viet
Research in Developmental Disabilities: A Multidisciplinary Journal, v30 n3 p592-602 May-Jun 2009
2009-00-00
Journal Articles; Reports - Evaluative
Descriptors: Vietnamese People; Mental Retardation; Construct Validity; Translation; Measures (Individuals); Psychometrics; Kindergarten; Mothers; Preschool Children; Reliability
Abstract: This study was conducted to examine an adaptation of the Vineland Adaptive Behavior Scale (VABS) [Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). "The Vineland Adaptive Behavior Scales." Circle Pines, MN: America Guidance Service; Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). "Vineland Adaptive Behavior Scales Second Edition Survey Forms Manual." AGS Publishing] and its psychometric properties in Vietnamese culture. The 1984 version of VABS was translated and adapted to form the Vietnamese version of the Vineland Adaptive Behavior Scales (VVABS). The scale was administered to 120 Vietnamese mothers of non-disabled preschool-age children enrolled in kindergarten programs. It was found that the VVABS has acceptable levels of internal consistency reliability and construct validity, and could discriminate successfully between Vietnamese children with intellectual disabilities from those of typical development. The results that were comparable to the VABS indicate a successful adaptation of the construct and measure of adaptive behavior to a non-western culture. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Celebrating Immigrant Learners (EJ803017)
Knight, Caroline
Democracy & Education, v17 n3 p54-57 2008
2008-00-00
Journal Articles; Reports - Descriptive
Descriptors: Second Language Learning; Refugees; Hmong People; Immigrants; English (Second Language); Language Proficiency; Student Diversity; Asian American Students; Limited English Speaking; Middle School Students; Interviews; Cultural Pluralism; Oral History; Personal Narratives; Cambodians; Vietnamese People; Laotians
Abstract: The early 1980s saw an influx of Southeast Asian refugees from various demographic groups and backgrounds to Minnesota. As teachers, the author and her colleagues regularly added children from these groups to their classrooms, receiving little explanation of a student's history or language proficiency. To counteract increasing teacher resentment and generate understanding of what brought these children and their families to Minnesota, the author and her colleagues initiated a two-month process of recording the stories of these refugee families and photographing their middle-school children individually. Insight gained from the interviews led teachers to realize that English language learners (ELLs) deserve respect, and not pity, from educators. The author shares tips to help teachers and communities to include new immigrants in activities and help them to acquire English proficiency. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Conceptions of Teaching by Five Vietnamese American Preservice Teachers (EJ799332)
Nguyen, Huong Tran
Journal of Language, Identity, and Education, v7 n2 p113-136 Apr 2008
2008-04-00
Descriptors: Preservice Teachers; Teacher Role; Asian Americans; Vietnamese People; Student Teacher Attitudes; Teaching (Occupation); Cultural Influences; Cultural Differences; Practicums; Socialization; Moral Values; Values Education; Elementary Schools; Immigrants
Abstract: This article argues that Vietnamese Americans face unique challenges in becoming U.S. educators. To understand the experiences of five preservice Vietnamese American teachers, it examines the similarities and within-group differences in perspectives on teaching and in adaptation strategies of their practicum activities at a California university. The study shows that these individuals operated frequently from their Vietnamese cultural frame of understanding, and therefore had difficulty with socializing into U.S. teaching. In particular, they perceived teaching as fundamentally a moral enterprise, and teachers as moral agents, able--by virtue of their role--to command authority in the classroom and reverential respect from their students and parents. These assumptions about teachers' roles were often incongruent with those inherent in the teaching and learning contexts in which they worked. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam (EJ796714)
Gorsuch, Greta; Taguchi, Etsuo
System: An International Journal of Educational Technology and Applied Linguistics, v36 n2 p253-278 Jun 2008
2008-06-00
Descriptors: Experimental Groups; Control Groups; Reading Comprehension; Reading Fluency; Word Recognition; Memory; Foreign Countries; Cognitive Psychology; Reading Tests; Second Language Learning; College Students; Vietnamese People; Language Proficiency
Abstract: Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word recognition. Repeated reading (RR) was devised by Samuels [Samuels, S.J. (1979). "The method of repeated readings." "The Reading Teacher" 32, 403-408] to develop reading fluency in English L1 readers, and instantiate Automaticity Theory [LaBerge, D., Samuels, S.J., 1974. "Toward a theory of automatic information processing in reading." "Cognitive Psychology" 6, 293-323] in practice. In RR, readers read a simplified text repeatedly to help automatize word recognition, leaving more cognitive resources for higher order comprehension processes. RR used in FL settings is a more rare practice; studies show RR increases FL learners' reading fluency but not necessarily their comprehension, possibly due to poor comprehension test instrumentation. This report describes an 11-week quasi-experimental RR study carried out with university-level Vietnamese learners of English using improved reading comprehension testing procedures. Results suggest that the experimental group (n = 24) gained in reading fluency, and comprehended significantly more than the control group (n = 26). The results have implications for future uses of RR in FL contexts, future reading comprehension test design, and the need for measurement of working memory during short- and long-term use of RR. The results also imply a need for further study of a persistent but unsupported belief in FL settings that simply increasing language proficiency guarantees reading fluency and that word recognition and fluency need not be developed as skills. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Cultural Values, Life Experiences, and Wisdom (EJ790523)
Le, Thao N.
International Journal of Aging and Human Development, v66 n4 p259-281 2008
Descriptors: Social Values; Cultural Influences; Adults; Whites; Predictor Variables; Asian Americans; Vietnamese People; Social Influences; Negative Attitudes; Experience; Stress Variables; Coping; Aging (Individuals); Individual Development; Spiritual Development; Comparative Analysis
Abstract: Wisdom is considered one ideal endpoint of human development across cultures. Studies have provided evidence for certain facilitating conditions such as challenging and stressful life events because they increase differentiation through accommodative changes, resulting in greater tolerance for uncertainty, and less projection tendencies and self-centeredness. Positive experiences may also facilitate wisdom by fostering integration and coherence. However, cultural values, particularly conservation and openness, may moderate these experiences for older adults. In a sample of middle-aged to older community dwelling European American adults (n = 97), results suggested that experiencing a macrosocial event as a negative experience, and spiritual/existential as a positive experience, interacted with conservation value to predict transcendent wisdom. Among Vietnamese American adults (n = 102), macrosocial event alone was negatively related to transcendent wisdom. These results suggest that not endorsing conservation value as one grows older and experiences different life events is beneficial for wisdom. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Career Decision-Making Self-Efficacy of Vietnamese Adolescents: The Role of Acculturation, Social Support, Socioeconomic Status, and Racism (EJ785634)
Patel, Sheetal G.; Salahuddin, Nazish M.; O'Brien, Karen M.
Journal of Career Development, v34 n3 p218-240 2008
Descriptors: Socioeconomic Status; Self Efficacy; Acculturation; Adolescents; Career Counseling; Career Choice; Vietnamese People; Asian Americans; Predictor Variables; Racial Bias; Peer Groups; English (Second Language); Second Language Learning; Gender Differences; Social Support Groups
Abstract: Individual (gender and acculturation), microsystem (social support), exosystem (socioeconomic status), and macrosystem (racism) variables were examined as predictors of career decision-making self-efficacy in a sample of 85 Vietnamese adolescents in the Washington, D.C., area. English language acculturation and peer support accounted for unique variance in the prediction of career decision-making self-efficacy. Implications for career counseling and future research are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Intergenerational Cultural Dissonance, Parent-Child Conflict and Bonding, and Youth Problem Behaviors among Vietnamese and Cambodian Immigrant Families (EJ781557)
Choi, Yoonsun; He, Michael; Harachi, Tracy W.
Journal of Youth and Adolescence, v37 n1 p85-96 Jan 2008
2008-01-00
Descriptors: Youth Problems; Cambodians; Conflict; Parent Child Relationship; Asian Americans; Immigrants; Cultural Differences; Acculturation; Child Rearing; Behavior Problems; Social Values; Vietnamese People; Predictor Variables; Intervention
Abstract: Intergenerational cultural dissonance (ICD)--a clash between parents and children over cultural values--is a frequent issue for Asian American youth. Using longitudinal data from the Cross Cultural Families Project, this study examines the mechanisms by which ICD contributes to problem behaviors, including whether ICD predicts parent-child conflict, whether parent-child conflict then has a direct effect on youth problem behavior, and whether positive bonding with parents mediates the effects of such conflict on youth problem behaviors among Vietnamese (n = 164) and Cambodian (n = 163) families with adolescents [average age = 15.2 years (SD = 1.05)]. The results from the path analyses show that, in both groups, ICD indirectly predicts problem behaviors by increasing parent-child conflict, which in turn weakens positive parent-child bonding. Interventions that target youths' perception of intergenerational cultural gaps, help them manage conflict, and help strengthen bonds with parents may prevent problem behaviors among Cambodian and Vietnamese families. This study contributes to inform how to effectively prevent problems and difficulties among these families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. An Online Course in Multicultural Materials for LIS Graduate Students at the University of South Florida (EJ824776)
Alexander, Linda B.
Education Libraries, v31 n1 p32-37 Spr 2008
Descriptors: Information Science Education; Online Courses; Young Adults; Information Science; Muslims; Jews; Mexican Americans; Japanese Americans; Chinese Americans; Hispanic Americans; Asian Americans; Vietnamese People; American Indians; Religious Cultural Groups; African Americans; Library Schools; Users (Information); Cultural Differences; Literature; Librarians; Sexual Identity; Homosexuality; Disabilities
Abstract: The author discusses the content included in an online course on "Multicultural Materials for Young Adults and Children." This graduate course (LIS 5937) for Library and information Science students at the University of South Florida, is a very popular offering for those who plan to work with youth in libraries. The class teaches students how to respond to the reading needs of our diverse patron base by understanding aspects of their values and customs as well as their ways of interacting. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. The More Knowledgeable Peer, Target Language Use, and Group Participation (EJ790396)
Huong, Le Pham Hoai
Canadian Modern Language Review, v64 n2 p329-350 Dec 2007
2007-12-00
Descriptors: English (Second Language); Second Language Learning; Sociocultural Patterns; Learning Theories; Peer Teaching; Age Differences; Foreign Countries; Second Language Instruction; Teaching Methods; Vietnamese People
Abstract: Vygotsky proposed the concept of the zone of proximal development (ZPD) but did not elaborate the concept of "peer," leaving open the question of how capable a peer should be and how practice or outcome might differ according to a peer's level of capability. These issues were investigated in a sociocultural study of first-year Vietnamese university students learning English. The students were examined in two group settings, "unassisted" and "assisted," the first consisting of five students from the same class and the second of four from the same class and a more knowledgeable student from a higher class. The senior student made a marked difference to the organization of the assisted group's processes: she helped the other students start their discussions, explained new English words, and increased the use of English in this group setting. The results suggest that the teaching manner of the senior student contributed substantially to the group work in the current study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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