Cambodian Americans\u27 (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents\u27 and the children\u27s factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs\u27 households that might affect CASs\u27 academic success. Survey data were collected from a purposive sample of 153 CASs\u27 parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p \u3c .05) between academic success of CASs and the parents\u27 education in Cambodia and the children\u27s age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs\u27 academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs\u27 success and parents\u27 involvement in their children\u27s education
