This study examined the acculturative and psychosocial predictors of academicrelated outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academicrelated outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students’ Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students’ Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of schoolbased and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students.
Dinh, K.T., Weinstein, T.L., Kim, S.Y., & Ho, I.K. (2008). Acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students. Journal of Southeast Asian American Education and Advancement, 3, 1-25. Retrieved from http://www.jsaaea.coehd.utsa.edu/index.php/JSAAEA