Vichet Chhuon, Ph.D.

2009 University of California, Santa Barbara, Santa Barbara, CA, United States 
Sociology of Education, Secondary Education, Ethnic and Racial Studies, Bilingual and Multicultural Education
"Vichet Chhuon"


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Cynthia Hudley grad student 2009 UC Santa Barbara
 (How school structures influence ethnic and panethnic identity in Cambodian high school youth.)
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Chhuon V. (2015) The problematization of cambodian adolescent boys in U.S. schools: Beyond the model minority stereotype of Asian American youth Inequality, Power and School Success: Case Studies On Racial Disparity and Opportunity in Education. 41-61
Wallace TL, Chhuon V. (2014) Proximal Processes in Urban Classrooms: Engagement and Disaffection in Urban Youth of Color American Educational Research Journal. 51: 937-973
Chhuon V, Wallace TL. (2014) Creating Connectedness Through Being Known: Fulfilling the Need to Belong in U.S. High Schools Youth and Society. 46: 379-401
Chhuon V. (2014) "I'm Khmer and I'm not a gangster!": The problematization of Cambodian male youth in US schools International Journal of Qualitative Studies in Education. 27: 233-250
Schall J, Wallace TL, Chhuon V. (2014) 'Fitting in' in high school: how adolescent belonging is influenced by locus of control beliefs International Journal of Adolescence and Youth
Wallace TL, Ye F, Chhuon V. (2012) Subdimensions of Adolescent Belonging in High School Applied Developmental Science. 16: 122-139
Chhuon V. (2011) Adolescent heritage speakers of less commonly taught languages in the United States Linguistics and Language Compass. 5: 666-676
Chhuon V, Hudley C. (2011) Ethnic and Panethnic Asian American Identities: Contradictory Perceptions of Cambodian Students in Urban Schools Urban Review. 43: 681-701
Chhuon V, Hudley C, Brenner ME, et al. (2010) The multiple worlds of successful Cambodian American students Urban Education. 45: 30-57
Chhuon V, Hudley C. (2010) Asian American ethnic options: How cambodian students negotiate ethnic identities in a U.S. Urban school Anthropology and Education Quarterly. 41: 341-359
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