ABSTRACT Cultural Mismatch Theory (CMT) has emerged as a paradigm to account for the disparate experiences and outcomes of first-generation students (FGSs). Past research on CMT demonstrate how social class disposition can shape cultural mismatch among FGSs; however, the sole focus on social class sacrifices attention to other social markers of significance. Our manuscript explores if FGSs at the intersection of marginalized social class and racial/ethnic identities (working-class, Cambodian American students), experience cultural mismatch and how an institutional mechanism (student organizations) addresses that mismatch. We find that through their involvement in a student organization, first-generation, working-class, Cambodian American students foster a community that supports interdependent norms, while simultaneously developing skills to navigate independent norms. These efforts produce cultural match and demonstrate agentic qualities through which students reconfigure moments of cultural mismatch to assert their views of legitimacy and reshape the boundaries of cultural capital.

中文翻译：

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扩展文化失配理论：考虑种族/民族

摘要文化不匹配理论（CMT）已成为解释第一代学生（FGS）不同经历和成果的范例。过去对CMT的研究表明，社会阶层的安排如何影响FGS之间的文化失调。然而，仅关注社会阶级却失去了对其他具有重要意义的社会标志的关注。我们的手稿探讨了处于边缘化社会阶层与种族/族裔身份（工人阶级，柬埔寨裔美国学生）交汇处的FGS是否经历文化失调以及制度机制（学生组织）如何解决这种失调。我们发现，第一代工人阶级的柬埔寨裔美国学生通过参与学生组织，建立了一个支持相互依存的规范的社区，同时发展技巧以导航独立准则。这些努力产生了文化上的匹配并展示了代理特质，通过这些特质，学生可以重新构造文化不匹配的时刻，以维护其合法性观点并重塑文化资本的边界。