Lao Newcomers and Mennonite Settlers: A Case Study of Local Cultural and Language Interaction

Manke, Mary Phillips; Keller, K. T.

doi:10.1207/s15327701jlie0502_2

Cited by 3 publications

(4 citation statements)

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“…Similar to Caplan and his colleagues, Manke and Keller (2006) also attributed the success of Lao students in a Mennonite community to common cultural values between the Mennonite and Lao communities, asserting that Lao informants said Bluff Creek natives were focused on personal needs, respectful, and hospitable. These are common values that arise in Bluff Creek from the historic and religious roots of the culture.…”

Section: Explanations For Successmentioning

confidence: 73%

“…If we let a kid know that we are overlooking something he did on the basis of his promise to do better, we make sure that the parents know and approve of what we've decided to do. (p. 134) To explain this comment, Manke and Keller (2006) argued that "Lao culture fits well with values held in Bluff Creek [especially about] . .…”

Section: Explanations For Successmentioning

confidence: 99%

“…For example, when the police chief went to Lao community leaders to ask for guidance in culturally appropriate ways of handling interactions between youth and police, he was reflecting a commonality between Lao and Bluff Creek native culture. (p. 133) Although some researchers (e.g., Zhou & Bankston, 1998) have pointed to differences in cultural values to explain differences in educational achievement, Manke and Keller (2006) have focused on the similarities of values between the Lao and the Mennonite communities. It is notable that Manke and Keller particularly attributed the involvement of parents and community members in the decision-making process to be based on commonalities in cultural values and not as a component of good parental involvement practices.…”

Section: Explanations For Successmentioning

confidence: 99%

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Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Ngo

Lee

2007

Review of Educational Research

325

335

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Similar to other Asian American students, Southeast Asian American students are often stereotyped by the popular press as hardworking and high-achieving model minorities. On the other hand, Southeast Asian American youth are also depicted as low-achieving high school dropouts involved in gangs. The realities of academic performance and persistence among Southeast Asian American students are far more complex than either image suggests. This article explores the various explanations for the struggles, successes, and educational experiences of Southeast Asian students. To highlight differences across ethnic groups, we review the literature on each Southeast Asian ethnic group separately and examine the successes and continuing struggles facing first- and second-generation Vietnamese American, Cambodian American, Hmong American, and Lao American students in the United States.

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Section: Explanations For Successmentioning

confidence: 73%

Section: Explanations For Successmentioning

confidence: 99%

Section: Explanations For Successmentioning

confidence: 99%

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Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Ngo

Lee

2007

Review of Educational Research

325

335

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“…In the following section I describe additional aspects of my identity that shaped my engagement in the present study.In addition to being a monolingual, White male, I am also a Mennonite. In their description of Lao immigrants moving into a largely Mennonite community in Minnesota,Manke and Keller (2006) wrote that "Mennonites are less separated from the world than their distant Anabaptist relatives, the Amish. Yet they resist a consumerist, commodified American society and the politics of today's America" (p. 137).…”

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confidence: 99%

Middle School Emergent Bilingual and Bilingual Students' Perspectives on U.S. History

Yoder

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Dr. Stephanie van Hover, AdvisorThis dissertation study investigated the historical perspectives of middle school emergent bilingual and bilingual students. The participants in this qualitative multiple case study included eleven seventh grade students from two middle schools in a Virginia school district. Data collection occurred over the course of one semester and included classroom observations, instructional document collection, and individual and focus group interviews.Data analysis revealed that the participants reflected the official U.S. history curriculum when describing their own historical perspectives. The participants' descriptions of their historical knowledge reflected three schematic narrative templates (Wills, 2011). Students most frequently referenced "the nation-building narrative," which was based on concepts of progress and development. The participants also used "the equality narrative" and "the discrimination narrative." These narratives reflected the importance of rights and inequality, respectively. When describing historical perspectives that reflected the nation-building narrative, students rarely referenced their own experiences or social identities. However, students used the discrimination and equality narratives to bridge the divide between their own social identities and the formal U.S. history curriculum, particularly when comparing the present and the past.The findings from the present study contribute to research on the historical perspectives of students from culturally and linguistically diverse backgrounds. The findings highlight the potential for the U.S. history taught in schools to mediate students' historical perspectives. The findings also suggest that middle school students have the potential to use narratives and other cultural tools to organize complex historical knowledge. Finally, the findings suggest that U.S. history classrooms represent "curricular spaces" (Parker, 2010) in which questions of identity are explicitly and implicitly addressed.The findings from the present study have potential implications for research and practice. First, the findings add to the existing research on the interaction between student identity and the ways in which emergent bilingual and bilingual students describe their historical perspectives. Second, the findings suggest students may benefit from history instruction that is more culturally and linguistically responsive. Finally, the findings prompt new questions that may inform future research.

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Book Review: Unresolved Identities: Discourse, Ambivalence, and Urban Immigrant Students by Bic Ngo

Park¹

2015

Journal of Southeast Asian American Education and Advancement

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Lao Newcomers and Mennonite Settlers: A Case Study of Local Cultural and Language Interaction

Cited by 3 publications

References 1 publication

Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Middle School Emergent Bilingual and Bilingual Students' Perspectives on U.S. History

Book Review: Unresolved Identities: Discourse, Ambivalence, and Urban Immigrant Students by Bic Ngo

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Lao Newcomers and Mennonite Settlers: A Case Study of Local Cultural and Language Interaction

Cited by 3 publications

References 1 publication

Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education

Middle School Emergent Bilingual and Bilingual Students&#39; Perspectives on U.S. History

Book Review: Unresolved Identities: Discourse, Ambivalence, and Urban Immigrant Students by Bic Ngo

Contact Info

Product

Resources

About

Middle School Emergent Bilingual and Bilingual Students' Perspectives on U.S. History