Ethnic Identity Among the Children of Vietnamese Refugees at a Highly Selective University

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Abstract/Contents

Abstract: Building on literature around biculturalism, segmented assimilation theory, and existing research on children of Vietnamese refugees, this thesis tests the validity of segmented assimilation theory, and in particular, the outcome model linking high achievement with intentional preservation of immigrant community values (Portes and Zhou 1993, Zhou and Bankston III 1994). Using attendance at a highly selective university as a proxy for academic achievement, the study investigated the patterns and degrees of ethnic identification amongst high-achieving students whose parents were Vietnamese refugees through surveys and follow-up interviews. I found that while the students within this sample of high-achievers varied with respect to ethnic involvement scores, they coalesced around shared traditional Vietnamese values, especially hard work, and expressed strong self-identification with their Vietnamese heritage. In addition to validating segmented assimilation theory and the positive nature of biculturalism, these findings underscores the need for firstly, a more holistic research approach to ethnic identity beyond conventional expressions such as language, and secondly, more research on how cultural pluralism can be promoted in educational spaces.

Type of resource	text
Date created	May 31, 2017

Subject	segmented assimilation theory
Subject	Vietnamese refugees
Subject	ethnic identity
Subject	Graduate School of Education
Genre	Thesis

Location	https://purl.stanford.edu/gc598qc1118

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Preferred Citation: Nguyen, Erika. (2017). Ethnic Identity Among the Children of Vietnamese Refugees at a Highly Selective University. Unpublished Honors Thesis. Stanford University, Stanford CA. https://purl.stanford.edu/gc598qc1118

Undergraduate Honors Theses, Graduate School of Education

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