Education, Gender, and Generational Conflict among Khmer Refugees

Abstract

This article explores an example of in‐group variation in minority educational achievement by investigating the reasons why a disproportionately high number of young Khmer women drop out of school. Based on 30 months of ethnographic study among Khmer refugees in metropolitan Boston, the research demonstrates the importance of cultural and social‐historical influences for understanding Khmer educational achievement and distinguishing it from that of other East and Southeast Asian immigrant groups.

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