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Dr. Eng's scholarship is dedicated to the theoretical development of social capital, expanding its conceptual scope beyond traditional network-based measures to include psychosocial dimensions such as fatalistic beliefs, gender role attitudes, and relational mechanisms as they shape individuals' capacity to build, access, and mobilize relationships for mutual support and collective well-being. Fatalistic beliefs, for example, influence whether individuals perceive agency in their social connections, while gender role attitudes dictate access to and expectations within social networks. This expanded social capital framework is central to Dr. Eng’s Critical Empathetic and Mindful Relations (CEMR) study, which examines how relationship-building in the classroom operationalizes social capital theory. Through structured activities such as lounge time, speed dating, and storytelling, students engage in intentional, trust-building interactions, that ultimately facilitate social capital in tangible ways. These classroom experiences demonstrate that social capital is not just an abstract concept but a lived process, created through meaningful connections and shared vulnerability, making social capital more quantifiable in educational settings. This framework extends beyond the classroom to community programming, such as the Home Garden Network (HGN) program, which applies social capital principles to promote collective resilience and mutual support. Across research, teaching, and programming, Dr. Eng’s work advances social capital theory as both a conceptual and applied framework, making its mechanisms more tangible, measurable, and transformative in education and community development.

Publications :

* Media Articles on HuffPost | The Cambodia Daily 
* Media Articles Based on Research (Remarriage & Domestic Violence | STEM & Gender Gap) 
* Community News 
* Google Scholar Profile 

JOURNAL ARTICLES (* indicates graduate student; ** undergraduate student at the time the article was written)
Eng, S., Sustarsic, M.*, Ooki, N., Greenwood, H., & Hanakawa, C. (2024). Youth development in the Pacific: A decade in
review. Child & Youth Care Forum.
Eng, S., Donoghue, C.*, Khun, T.*, & Szmodis, W. (2024). Growing, learning, sharing, and healing through Home Garden
Network: A social capital framework. Family Relations.
Apsley, H. B.*, Knapp, K. S., Eng, S., & Cleveland, H. H. (2023). Validation and Psychometric Properties of the Original Grit
Scale (Grit-O) Among Cambodian Adolescents. Journal of Psychoeducational Assessment, 41(8), 900-915.
Sustarsic, M.*, Eng, S., Ooki, N., & Greenwood, H. (2023). “It Takes a Village!”: Social Capital Building in a Remote Hawai ‘i
Community. Journal of Youth Development, 18(3), 8.
Eng, S., Sustarsic, M.*, Ooki, N., Greenwood, H., & Hanakawa, C. (2023). Maximizing the First-Year Planning Period for
Scholarly Publications: Implications for Prospective CYFAR Grant Recipients. Journal of Extension, 61(1), 4.
Knapp, K. S.*, Chimed-Ochir, U.*, Apsley, H. B.*, Eng, S., Fosco, G. M., & Cleveland, H. H. (2022). Profiles of future
expectations among urban adolescents in Cambodia. Developmental Psychology, 58(8), 1528.
Eng, S., Khun, T.**, Esquivel, M., Ooki, N., Bloese, J., Sand, S., & Lincoln, N. (2021). Farmers’ Perceived Needs of
Extension’s Support During Covid-19 in Hawai'i. The Journal of Extension, 59(2), 15.
Eng, S., Grace, K.*, & Szmodis, W.* (2020). Parenting Practices and Child Mortality in Remarried/Repartnered Families in
Cambodia. Journal of Family Issues, 41(7), 1010-1031. 
Eng, S., Szmodis, W.*, & Grace, K.* (2020). Cambodian remarried women are at risk for domestic violence. Journal of
Interpersonal Violence. 35(3-4), 828-853. 
Eng, S., Donoghue, C.*, Khun, T., & Szmodis, W.* (2020). Critical consciousness of food systems as a potential
lifestyle intervention on health issues. American Journal of Lifestyle Medicine, 14(3), 258-263. 
Eng, S., Khun, T.**, Jower, S.**, & Murro, JM** (2019). Healthy lifestyle through home gardening: The art of sharing.
American Journal of Lifestyle Medicine, 13(4), 347-350. 
Grace, K.*, & Eng, S. (2020). A capabilities approach to female graduates’ post-secondary academic and career-
related goal pursuit in Siem Reap Cambodia. Educational Research for Policy and Practice, 1-19. 
Grace, K.*, Seng, T., & Eng, S. (2019). The Socialization of Gender-Based Aggression: A Case Study in Cambodian
Primary Schools. Sex Roles, 1-16. 
Grace, K.* & Eng, S. (2019). Gender socialization among Cambodian parents and teachers of preschool children:
Transformation or reproduction? International Journal of Early Childhood, 51(1), 93-107. 
Waluyo, B.*, Eng, S., & Wiseman, A. (2019). Examining a model of scholarship for social justice. Comparative and
International Education, 14(2), 272-293.
Eng, S., Muslow, M., Ritchey, E., & Zvonkovic, A. (2016). Redefining the roles of parents and social structure in
the educational outcomes of Cambodian young adults. Journal of Adolescent Research, 32(6), 742-767. 
Eng, S., Szmodis, W.*, & Mulsow, M. (2014). Cambodian parental involvement: The role of parental beliefs,
social networks, and trust. The Elementary School Journal, 114(4), 573-594.
Eng, S. (2013). Cambodian early adolescents’ academic achievement: The role of social capital. Journal of
Early Adolescence, 33(3), 378-403. 
Eng, S., Li, Y., Mulsow, M., & Fisher, J. (2010). Domestic violence against women in Cambodia:
Husband control, frequency of spousal discussion, and domestic violence reported by Cambodian women.
Journal of Family Violence, 25, 237-246. 
Eng, S., Mulsow, M., Cleveland, H. H., & Hart, S. (2009). Academic achievement among adolescents in
Cambodia: Does maternal trauma matter? Journal of Community Psychology, 37, 754-768. 
Eng, S., Kanitkar, K. Cleveland, H. H., & Herbert, R., Fischer, J., & Wiersma, J. (2008). School
achievement differences among Chinese and Filipino American students: Acculturation and family factors.
Educational Psychology, 28, 535-550.

BOOK CHAPTERS (* indicates graduate student at the time the article was written)
Eng, S., & Khun, T. (2022). Growing, Learning, Sharing, and Healing Together: Home Garden Networks as a Learning City
and Movement to Global Citizenship and Life-Long Learning. In Perspectives on Lifelong Learning and Global
Citizenship: Beyond the Classroom (pp. 149-159). Cham: Springer International Publishing.
 Grace, K.*, & Eng, S. (2019). Knowledge Hierarchies and Interviewing Methods in Cambodia: Strategies for
Collaborative Interpretation. In Interrogating and Innovating Comparative and International Education Research (pp.
148-165). Brill Sense.  
Szmodis, W.*, Eng, S., & Cooper, C. (2018). Cambodian students’ motivation for learning: The role of teachers and
parenting practices. In Asian Education Miracles (pp. 10-28). Routledge. 
Eng, S. & Szmodis, W*. (2015). STEM learning achievement among Cambodian middle school students : An
examination of gender and psychosocial factors. Annual Review of Comparative and International Education,
28, 279-305. 
Szmodis, W.* & Eng, S. (2015). Cambodia. In Colditz, G. A. & Golson, J. G. (Eds.), Encyclopedia of Cancer and
Society 2nd Edition, Thousand Oaks, CA: Sage Publications.
Eng, S. (2014). Cambodia[n families]. In Constance L.S. (Eds.), Encyclopedia of Family Studies, Hoboken, New
Jersey: Wiley-Blackwell.   
Szmodis, W.* & Eng, S. (2013). Tolerance (compared with understanding and empathy). In Cortes C.E. & Golson,
J.G. (Eds.), Multicultural America, Thousand Oaks, CA: Sage Publications. 
Eng, S. (2013b). Intermarriage demographic trends. In Cortes C.E. & Golson, J.G. (Eds.), Multicultural America,
Thousand Oaks, CA: Sage Publications. 
Eng, S. (2013a). Cambodia. In Emery R.E. & Golson J.G.  (Eds.), Cultural Sociology of Divorce: An Encyclopedia,
Thousand Oaks, CA: Sage Publications. 
Eng, S. (2012). Genocide: Cambodia's mass casualty trauma. In Figley C.R. (Eds.), Encyclopedia of Trauma.
Thousand Oaks, CA: Sage Publications.
Eng, S. (2011). Cambodia. In Barnett, G.A. & Golson, J.G. (Eds.), Encyclopedia of Social Networks. Thousand Oaks,
CA: Sage Publications. 

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