Gender equity and Cambodian high school students in a large urban school district: perspectives from administrators, teachers, and students

UnrestrictedThis study explores how an urban high school is addressing gender inequity and discrimination affecting Cambodian American students in light of Title IX legislation. With tremendous discretion at the school level and little enforcement, the extent of school compliance with Title IX is not clear. Research suggests that educational institutions continue to perpetuate gender biases through their organizational culture, programming, staffing, and curriculum. Little research has addressed how gender equity issues affect Cambodian Americans -- an emerging but "invisible" population.; This study focused on an urban high school in Southern California with a large Cambodian American student population. A multi-pronged qualitative approach was utilized, including semi-structured interviews with administrators, teachers, and Cambodian American students, observations of student-to-student interactions, and review of policies. Themes, including awareness regarding gender equity, existing interventions and their perceived effectiveness, and the teacher-student relationship, were explored.; The school is perceived to be effectively addressing gender equity issues as required by Title IX. Staffing, including leadership positions, seems balanced and both staff and students were aware of gender equity issues and policies. The school currently has no specific programs, but instead, infuses gender equity into its broader culture of respect and tolerance. Despite few reports of sexual harassment, there is a lack of guidelines regarding what constitutes sexual harassment and inappropriate sexual behavior seems prevalent among students. Subtle gender bias may exist in the classrooms and curriculum, possibly furthered by teachers' preconceived notions of gender. The needs of the Cambodian American student population are being neglected, as evidenced by the lack of staff with Cambodian cultural knowledge, absence of Cambodian-relatedcurriculum, and inaccessibility of school activities to such students. Cambodian American girls are particularly marginalized since gender role expectations encountered at home provide little incentive or support for educational achievement.; This study demonstrates the need for specific gender inequity interventions. The current counseling center could play a central role in implementing such programs and monitoring these issues, but would require additional resources and staffing. Finally, cultural sensitivity trainings can help to increase teacher awareness and competency regarding Cambodian culture and the needs of Cambodian American students