Navigating the borderlands: Understanding the lived experiences of second-generation Vietnamese refugees and immigrants in higher education.

Abstract

This dissertation explores the lived experiences of second-generation Vietnamese refugees and immigrants in the United States, focusing on how cultural identity shapes their professional roles in higher education. Using a critical, phenomenological approach, the study centers the narratives of seven participants who navigate intergenerational trauma, cultural disconnection, and systemic barriers. Their stories reflect a continuum from cultural silence to reclamation, shaped by gendered expectations, refugee histories, and racialized assimilation. Participants draw on frameworks like Anzaldúa’s (1987) borderlands theory and Yosso’s (2005) cultural wealth model to articulate dynamic, nonbinary identities. Many use their lived experiences to mentor marginalized students, challenge institutional inequities, and create more inclusive educational spaces. Despite limited representation and ongoing challenges, they exemplify resistance, resilience, and advocacy. In a political climate hostile to diversity efforts, this study calls for disaggregated data, culturally responsive training, and sustained institutional support for Southeast Asian communities. Findings contribute to research on identity, equity, and professional practice in higher education.