Phitsamay Uy | University of Massachusetts, Lowell (original) (raw)
Papers by Phitsamay Uy
Intercultural education, Mar 27, 2024
Routledge eBooks, Sep 21, 2023
BRILL eBooks, Oct 16, 2020
Journal of Southeast Asian American Education and Advancement
This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated... more This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated students of the policies and regulations for our three doctoral programs. Students should also refer to the policies governing graduate education published on the university’s main website
Amerasia Journal, Feb 4, 2019
Editor\u27s Introduction to the 10th Anniversary Volum
A peer-reviewed scholarly journal published by the
Part of the Education Commons This document has been made available through Purdue e-Pubs, a serv... more Part of the Education Commons This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for additional information.
Race Ethnicity and Education, 2016
Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ r... more Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers’ assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black–white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices.
Journal of Southeast Asian American Education and Advancement, 2015
![Research paper thumbnail of [Special Issue on SEA Demographics] Response - K-12 Education: How the American Community Survey Informs our Understanding of the Southeast Asian Community: One Teacher's Perspective](https://attachments.academia-assets.com/85948407/thumbnails/1.jpg)
](Journal of Southeast Asian American Education and Advancement, 2008
The American Community Survey (ACS) is designed to provide the U.S. government with demographic, ... more The American Community Survey (ACS) is designed to provide the U.S. government with demographic, social, economic, and housing data to inform their decisions on policies, programs, and services to the community. Unlike the national Census data, the ACS is only a subset of the U.S. population. The American Community Survey utilizes three data collection methods: direct mailing, telephone interviews, and house visits. This response essay will talk about the ACS data on the Southeast Asian (SEA) community and its relevance to K-12 education. It will conclude with a discussion about how the ACS can be used to mitigate the challenges that the SEA community faces in education. The ACS data collected on population, income, educational attainment, and linguistic isolation has significant relevance to K-12 educators. Since their initial refugee resettlement, the Southeast Asian community has made many strides in these areas. When compared to the 2000 Census data, the ACS documents slight to dramatic increases in the Southeast Asian populations. We saw a 20% increase in the Vietnamese population, 15% increase in the Khmer population, 5% increase in the Lao population, and 1% increase in the Hmong population. These various percentage gains can be seen distributed geographically in the Western, Midwestern and Southern states. The population growth of the Southeast Asian community poses new challenges for school systems (i.e., different language needs, different parental expectations, and different cultural norms). The Southeast Asians, along with other Asian and Latino student populations have been increasing in numbers inside the classroom (U.S. Census Bureau, 2002). U.S. schools are struggling to serve the educational needs of this rapidly changing and complex student body
Learning styles – focus on cooperative learning Encouragement through critique Adult centered Eth... more Learning styles – focus on cooperative learning Encouragement through critique Adult centered Ethnic identity development U.S. Cultures Learning styles— focus on individual efforts Encouragement through positive affirmation Youth centered American “melting pot”
Amerasia Journal, 2017
This essay sheds light on the challenges facing Lao immigrant families in New England as they nav... more This essay sheds light on the challenges facing Lao immigrant families in New England as they navigate the U.S. education system. This article highlights the ways that Lao American parents understand and describe their support and involvement in their children's education. It provides historical context for the development of the Laotian American community as well as a review of the literature on Southeast Asian American parental involvement in schools, with a particular focus on Laotian families in New England.
Asian American Society: An Encyclopedia, 2014
Journal of College Student Retention: Research, Theory & Practice
This study discusses the college and career readiness among full-time Southeast Asian American co... more This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.
Intercultural education, Mar 27, 2024
Routledge eBooks, Sep 21, 2023
BRILL eBooks, Oct 16, 2020
Journal of Southeast Asian American Education and Advancement
This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated... more This Doctoral Student Handbook has been developed as a “working document ” to inform matriculated students of the policies and regulations for our three doctoral programs. Students should also refer to the policies governing graduate education published on the university’s main website
Amerasia Journal, Feb 4, 2019
Editor\u27s Introduction to the 10th Anniversary Volum
A peer-reviewed scholarly journal published by the
Part of the Education Commons This document has been made available through Purdue e-Pubs, a serv... more Part of the Education Commons This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for additional information.
Race Ethnicity and Education, 2016
Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ r... more Abstract This article reconceptualizes white teachers’ notion of their Asian-American students’ racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers’ assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black–white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices.
Journal of Southeast Asian American Education and Advancement, 2015
Journal of Southeast Asian American Education and Advancement, 2008
The American Community Survey (ACS) is designed to provide the U.S. government with demographic, ... more The American Community Survey (ACS) is designed to provide the U.S. government with demographic, social, economic, and housing data to inform their decisions on policies, programs, and services to the community. Unlike the national Census data, the ACS is only a subset of the U.S. population. The American Community Survey utilizes three data collection methods: direct mailing, telephone interviews, and house visits. This response essay will talk about the ACS data on the Southeast Asian (SEA) community and its relevance to K-12 education. It will conclude with a discussion about how the ACS can be used to mitigate the challenges that the SEA community faces in education. The ACS data collected on population, income, educational attainment, and linguistic isolation has significant relevance to K-12 educators. Since their initial refugee resettlement, the Southeast Asian community has made many strides in these areas. When compared to the 2000 Census data, the ACS documents slight to dramatic increases in the Southeast Asian populations. We saw a 20% increase in the Vietnamese population, 15% increase in the Khmer population, 5% increase in the Lao population, and 1% increase in the Hmong population. These various percentage gains can be seen distributed geographically in the Western, Midwestern and Southern states. The population growth of the Southeast Asian community poses new challenges for school systems (i.e., different language needs, different parental expectations, and different cultural norms). The Southeast Asians, along with other Asian and Latino student populations have been increasing in numbers inside the classroom (U.S. Census Bureau, 2002). U.S. schools are struggling to serve the educational needs of this rapidly changing and complex student body
Learning styles – focus on cooperative learning Encouragement through critique Adult centered Eth... more Learning styles – focus on cooperative learning Encouragement through critique Adult centered Ethnic identity development U.S. Cultures Learning styles— focus on individual efforts Encouragement through positive affirmation Youth centered American “melting pot”
Amerasia Journal, 2017
This essay sheds light on the challenges facing Lao immigrant families in New England as they nav... more This essay sheds light on the challenges facing Lao immigrant families in New England as they navigate the U.S. education system. This article highlights the ways that Lao American parents understand and describe their support and involvement in their children's education. It provides historical context for the development of the Laotian American community as well as a review of the literature on Southeast Asian American parental involvement in schools, with a particular focus on Laotian families in New England.
Asian American Society: An Encyclopedia, 2014
Journal of College Student Retention: Research, Theory & Practice
This study discusses the college and career readiness among full-time Southeast Asian American co... more This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.