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Cultural Capital Social Identity And Self Efficacy Impact On The Academic Achievement Of Professional Hmong Women
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Book Synopsis Cultural Capital, Social Identity, and Self-efficacy Impact on the Academic Achievement of Professional Hmong Women by : Mai Soua Lee-Cha
Download or read book Cultural Capital, Social Identity, and Self-efficacy Impact on the Academic Achievement of Professional Hmong Women written by Mai Soua Lee-Cha and published by . This book was released on 2017 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of Factors Impacting Hmong Students' Completion of a Four-year Postsecondary Degree by : May Thao Moua
Download or read book An Investigation of Factors Impacting Hmong Students' Completion of a Four-year Postsecondary Degree written by May Thao Moua and published by . This book was released on 2007 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Predictive Influence of Academic Achievement, Career Exploration, Self-esteem, and Feminist Identity to the Career Self-efficacy and Outcome Expectations of College Women by : Catherine Elizabeth Zook
Download or read book The Predictive Influence of Academic Achievement, Career Exploration, Self-esteem, and Feminist Identity to the Career Self-efficacy and Outcome Expectations of College Women written by Catherine Elizabeth Zook and published by . This book was released on 2000 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Narrative Study on the Experiences of Hmong Female College Students by : Mai Chao Thao
Download or read book A Narrative Study on the Experiences of Hmong Female College Students written by Mai Chao Thao and published by . This book was released on 2017 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since their settlement in the United States, Hmong American women have established themselves in professional organizations across various disciplines as lawyers, teachers, university professors, medical doctors, and political leaders. However, the data on the education achievement of Hmong American women reveal that Hmong American women have one of the lowest educational attainments. According to the 2015 American Community Survey, 20.8% of Hmong American women ages 25 and over has a bachelor or higher degree, whereas 31.9% of White women, 22.4% of Black women and 16.1% of Hispanic women the ages 25 or over. This study will explore, through narrative inquiry, the educational experiences of Hmong American women in college or university; focusing on understanding how their gender and cultural roles influence their educational experiences. This study is guided by the following three question research questions: 1.What do the stories told by Hmong American women reveal about their educational experiences in higher education? 2.What do the stories told by Hmong American women indicate about the challenges they face with their family and culture? 3.What do the stories told by Hmong American women reveal about their identity as Hmong women? This study will be conducted through a conceptual lens incorporating a review of the existing literature from four research streams: (a) the Hmong, (b) the educational achievement and experiences of Hmong American students, (c) Critical Race Theory, and (d) ethnic identity. It will also be conducted through the theoretical lens of Critical Race Theory and the social constructivist paradigm.
Book Synopsis Impacts of Participation in Hmong as World Language Classes on Outcomes for Hmong American High School Students by : William Vang
Download or read book Impacts of Participation in Hmong as World Language Classes on Outcomes for Hmong American High School Students written by William Vang and published by . This book was released on 2012 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the consequences for urban Hmong American high school students of participating in two years sequences of high school level Hmong as World Language courses. The Hmong population in the United States is a product of war, exile and resettlement at the end of the Vietnam War. Since their arrival, both the Hmong people and American social and political institutions have been trying to learn how to deal with each other more effectively and respectfully. One of the key American institutions engaging with the Hmong diaspora has been the public schools. This study explores one program in one public high school in north central California, initiated by Hmong educators themselves. The Hmong as World language program seeks to provide relevant academic education for Hmong American students by teaching Hmong as a "foreign language" for purposes of high school graduation and college admission requirements. Some of the most important issues facing young Hmong Americans include not having access to quality and equitable educational opportunity and losing their ethnic and cultural identity and language as they go through school. The results are often low academic performance in school or dropping out altogether. These pressures also push many young Hmong Americans away from their families and their traditions and into negative live choices which further disrupt the Hmong community (Cha, 2010; O'Reilly, 1998). The Hmong migrations to the United States are recent. Therefore, studies of Hmong educational attainment and cultural endurance in the United States are fairly new. However educational researchers and especially new Hmong scholars are beginning to identify factors that contribute to the problems faced by this group of students and to their success. Vang's (1998) study showed a correlation between cultural retention and students' academic achievement. Hutchinson (1997) and Rumbaut (1989) reported that connectedness to Hmong culture positively affected educational performance of Hmong American youth. Moreover, Ngo and Lee (2007) report many findings that Hmong and other Southeast Asian students who adopt a strategy of accommodation without assimilation are the most successful (See also, McNall, et al., 1994 and Lee, 2005). This study is ground in Yosso0́9s (2005) theory of community cultural wealth. Yosso identifies six forms of community capital which together constitute a pool of community cultural wealth that minority students, such as the Hmong American students in this study can draw upon. The study employed both qualitative and quantitative analyses. These included statistical analysis of the relationship between participation in Hmong as World Language (HWL) instruction and other measures of high school success and in depth analysis of interviews and focus group dialogues with teachers of HWL and recent graduates who had taken HWL. Both quantitative and qualitative analyses found that taking HWL for two years had many positive outcomes for students and no identifiable negative consequences. Positive academic outcomes included improvements in high school GPA and increased skill and confidence performing academic work in all subjects. An additional educational outcome was students' confidence and optimism about future educational and career plans. Positive outcomes for the students outside of school included strengthening their relationship with family, community and culture. Students born in the United States who took two years of HWL talked of coming back home to their Hmong identity and families. Students born in Thailand, recent arrivals from the closure of the last Vietnam era refugee camps, insisted that the HWL classes helped them learn how to navigate the system of American high school requirements. This study demonstrates the importance of incorporating the strengths of the Hmong American community into the education of their children and confirms the power of heritage language to bind a community together and to develop high level thinking in bilingual, bicultural students. The study concludes with recommendations for expanding the availability of Hmong language studies to other schools and grade levels with identifiable Hmong student populations and for further research on the educational journey of Hmong students in the United States and globally.
Book Synopsis Factors that Contribute Towards And/or Impede Hmong Women from Obtaining a Higher Education Degree by : Pa Pam Vue
Download or read book Factors that Contribute Towards And/or Impede Hmong Women from Obtaining a Higher Education Degree written by Pa Pam Vue and published by . This book was released on 2007 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Negative Impact of Traditional Hmong Cultural Patterns on Self-esteem and Low Academic Achievement by : Kou Vang
Download or read book The Negative Impact of Traditional Hmong Cultural Patterns on Self-esteem and Low Academic Achievement written by Kou Vang and published by . This book was released on 2002 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic Self-efficacy, Career Self-efficacy, and Psychosocial Identity Development by : Jane Helen Griffiths
Download or read book Academic Self-efficacy, Career Self-efficacy, and Psychosocial Identity Development written by Jane Helen Griffiths and published by . This book was released on 2006 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: women, female college students, socioeconomic status (SES), social class, career self-efficacy, academic self-efficacy, Identity development.
Book Synopsis Factors Affecting Hmong Graduate Students Pursuing Mental Health Degrees by : Yeezong Vang
Download or read book Factors Affecting Hmong Graduate Students Pursuing Mental Health Degrees written by Yeezong Vang and published by . This book was released on 2018 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study explored the factors affecting Hmong students pursuing a master's or doctoral level mental health-related degree. Participants were recruited through both purposeful and snowball sampling techniques. Eight Hmong graduate students participated in hour-long interviews and the data was analyzed using Consensual Qualitative Research (Hill et al., 2005) methodology. Five connections were also discovered through analyzing the domains, categories, and subcategories, including (a) participants wanted to honor parents; (b) a variety of cultural factors were influential to how Hmong students experienced education; (c) seeking a culturally appropriate career was vital; (d) racial discrimination impacted self-esteem and self-efficacy for being successful in a graduate program; and (e) cultural gender norms played a role in educational experience. An amalgamated vignette of the participant responses was used to illustrate the career development issues for this population. The Social Cognitive Career Theory (Lent, 2013) framework was used in the vignette. In addition, based on the experiences of Hmong students enrolled in a graduate mental health program, tentative recommendations for graduate programs include more clearly integrating multiculturalism into the program, providing support groups, and increasing awareness of Hmong culture to better understand the needs of Hmong students.
Book Synopsis Negotiating Two Cultural Worlds by : Luangchee Xiong
Download or read book Negotiating Two Cultural Worlds written by Luangchee Xiong and published by . This book was released on 2018 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: The opportunity for self-discovery is relatively new to Hmong women whose traditional role has been to remain in the home. Through the voices of five Hmong women enrolled at Merced College during 2017, this study sought to understand how contemporary Hmong American women negotiated modern and traditional values to engage in formal education and select their careers. Four themes emerged from the data analysis: Restriction was a salient cultural practice within the Hmong family structure, the loss of identity and agency, education as a search for freedom, and career selection as a turning point. As a whole, these themes represent the process of self-affirmation that young Hmong women experience as they distance themselves from the family context to build an autonomous lifestyle. Participants shared the experiences of physical, emotional, and intellectual restrictions that are constitutive of cultural practice in multiple Hmong families. Participants emphasized that Hmong culture is both challenged and preserved by the actions and decisions of family members. Although the experiences of restriction engendered the loss of individuality and autonomous decision-making, these young Hmong women found pathways for self-expression and achievement through education. Participation in education provided these Hmong women with a different outlook on traditional gender roles and career opportunities. The participants’ selection of careers became a turning point that encouraged them to reexamine who they were and who they could become.
Book Synopsis The Impact of Culture and Acculturation on the Academic Achievement of Hmong American College Students by : Linda Vang
Download or read book The Impact of Culture and Acculturation on the Academic Achievement of Hmong American College Students written by Linda Vang and published by . This book was released on 2015 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Self-efficacy in a Group of Hmong Refugees by : Mai M. Yang
Download or read book A Study of Self-efficacy in a Group of Hmong Refugees written by Mai M. Yang and published by . This book was released on 2014 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bicultural Self-efficacy and Bicultural Identity Integration of Mainland Students in Hong Kong by : Yiqing Lu
Download or read book Bicultural Self-efficacy and Bicultural Identity Integration of Mainland Students in Hong Kong written by Yiqing Lu and published by . This book was released on 2011 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Locus of Control, Self-efficacy, and Gender-role Identity on Academic Performance Outcomes of Female College Students by : Jade Simoné Sierra
Download or read book The Effect of Locus of Control, Self-efficacy, and Gender-role Identity on Academic Performance Outcomes of Female College Students written by Jade Simoné Sierra and published by . This book was released on 2013 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1994 with total page 1026 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Sociological Abstracts by : Leo P. Chall
Download or read book Sociological Abstracts written by Leo P. Chall and published by . This book was released on 1994 with total page 1166 pages. Available in PDF, EPUB and Kindle. Book excerpt: CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.