Abstract
Purpose. The purpose of this study is to identify and describe the perceived barriers of Cambodian American teachers in Los Angeles County in attaining their teaching positions and the strategies they used to overcome these barriers. Methodology. This was a descriptive and ex post facto study. The sample population was drawn from five districts in Los Angeles County which had the greatest number of Cambodian American teachers according to the disaggregated data received from the California Department of Education in Sacramento. The subjects in the present study were twenty-eight Cambodian American teachers. Subjects responded to two research instruments: (1) a seven-point Likert scale survey assessing the internal and external barriers and strategies used to overcome these barriers, and (2) an interview of subjects who identified additional and unique barriers and strategies they used to overcome the barriers. Findings. Of the three internal barriers, Cambodian American teachers reported that barriers associated with culture were the most difficult to overcome when they pursued their teaching position. Secondly, Cambodian American teachers also reported that "lack of finance" and "racial stereotyping" were the two most prevalent external barriers they had to face to become teachers. To overcome these internal and external barriers, this study found that Cambodian American teachers utilized many of the strategies that were used by other minority teachers. Most of the strategies Cambodian American teachers used were in the area of personal support. Conclusions. The quantitative and qualitative analysis of the data revealed that most Cambodian American teachers are females, born in Cambodia, who received their K–12 and college education in the United States. Most of the internal and external barriers found in the literature that were associated with the experiences of culturally diverse groups were not specifically applicable to aspiring Cambodian American teachers. However, several strategies to overcome internal and external barriers used by other culturally diverse groups were similar to those used by Cambodian American teachers. Recommendations. Further research could include: studying a larger sample of Cambodian American teachers throughout the United States or replicating this study using Cambodian American administrators or human resource personnel.