Extending Cultural Mismatch Theory: In Consideration of Race/Ethnicity

Autor/inn/en	Nguyen, Bach Mai Dolly; Nguyen, Mike Hoa
Titel	Extending Cultural Mismatch Theory: In Consideration of Race/Ethnicity
Quelle	In: International Studies in Sociology of Education, 29 (2020) 3, S.224-249 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2020.1755881
Schlagwörter	Cultural Influences; Racial Differences; Ethnicity; First Generation College Students; Student Experience; Social Class; Social Bias; Racial Bias; Asian Americans; Cambodians; Cultural Differences; Student Organizations; Working Class; School Holding Power; Academic Persistence; Cultural Capital + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Rassenunterschied; Ethnizität; Studienerfahrung; Social classes; Soziale Klasse; Racial discrimination; Rassismus; Asian immigrant; United States; Asiatischer Einwanderer; USA; Kambodschanisch; Kultureller Unterschied; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Arbeiterklasse
Abstract	Cultural Mismatch Theory (CMT) has emerged as a paradigm to account for the disparate experiences and outcomes of first-generation students (FGSs). Past research on CMT demonstrate how social class disposition can shape cultural mismatch among FGSs; however, the sole focus on social class sacrifices attention to other social markers of significance. Our manuscript explores if FGSs at the intersection of marginalized social class and racial/ethnic identities (working-class, Cambodian American students), experience cultural mismatch and how an institutional mechanism (student organizations) addresses that mismatch. We find that through their involvement in a student organization, first-generation, working-class, Cambodian American students foster a community that supports interdependent norms, while simultaneously developing skills to navigate independent norms. These efforts produce cultural match and demonstrate agentic qualities through which students reconfigure moments of cultural mismatch to assert their views of legitimacy and reshape the boundaries of cultural capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01