Kassandra Chhay looks back on her first year in the PhD in Culture and Teaching program and transition to being a doctoral student. (This interview was taken in Feburary, 2022).

What is your research focus?

My research interests include the identity of Southeast Asian American students, experiences of refugee and immigrant families, and racial/ethnic representations of Asians in popular media. Specifically, I plan to explore the intersection of Cambodian American students’ and other Southeast Asian American students from refugee backgrounds, educational experiences, and their cultural identities, familial relationships, and level of success. I am interested in learning what success means to them and how it influences their cultural ways of knowing.

What drove you to enroll in the program?

I was drawn to the PhD program because of my similar research interests with some of the professors. I wanted to learn and work alongside Dr. Vichet Chhuon, who is one of the few scholars whose research is focused on Cambodian American student identity. He was one the main authors that I cited in my MA thesis. I will be honest and say that I felt intimidated to reach out and connect with him at first because I viewed him as an academic scholar and celebrity. I am glad that I overcame my fear of connecting with professors whom I viewed as academic celebrities because I get to now learn from and work with them.

What do you hope to get out of your educational experience?

I view education as a formal and informal process of learning new skills and knowledge. I hope to learn more about myself while working with a community of scholars. I hope to build meaningful relationships that will last after earning my degree.

Were there any surprises and challenges along the way? 

I have encountered many surprises since starting the program. First, as a Southern Californian native, the weather here is not as bad as rumor has it if you invest in a quality coat and pair of boots – the money is worth it. I think one of the main challenges for me, as for many of us, was the rapid transition to remote learning last year. I am thankful that many of my courses were synchronous because it made me feel less alone. Being with my professors and classmates via Zoom during a difficult time created a sense of community. It was a different type of community than being in-person but nonetheless it was one. 

What has been your experience with the faculty?

Overall, my experience with the faculty has been great. They have always provided me with support, even prior to starting the program as I was nominated for the PhD Provost Professional Education Diversity Fellowship. I have been offered many professional development opportunities, such as teaching for the first time last semester. I received support, mentorship, and recommendations on how to develop my pedagogical practices from many of the Culture and Teaching faculty. I would also like to acknowledge the grace and empathy my professors extended to me and my classmates during the transition to online learning. 

Which resources have you found through the program to help with your research?

The monthly advisor-advisee meetings with Dr. Chhuon have been helpful. I get to learn about the research experience of students who have been in the program longer than I have. Talking with other students in the department about research opportunities and upcoming conferences has been helpful too. 

What do you hope to do after graduation?

I hope to continue conducting research on education within the Southeast Asian American communities. It would be great to do policy work around education and immigration.

What has been your favorite or most useful class and why?

My favorite course is the first Culture and Teaching (CaT) colloquium course that all incoming Culture and Teaching PhD students are required to take, and every CaT student must enroll in twice. I appreciate the chance to learn, connect, and work with my cohort and students who have been in the program for more than a year. It was a space where I developed and fostered a meaningful relationship with other first-year students, who were also adjusting to the program and overcoming imposter syndrome. Thanks to this course I have a cohort that has provided me with support on a personal and professional level. 

Find out more about doctoral programs in the Department of Curriculum and Instruction.