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Hmong Students Life Experiences That Affect Educational Attainment
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Book Synopsis Hmong Students' Life Experiences that Affect Educational Attainment by : Pam Thao
Download or read book Hmong Students' Life Experiences that Affect Educational Attainment written by Pam Thao and published by . This book was released on 2015 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore and identify the various life experiences and factors that contributed to Hmong adults staying in college and how they ultimately graduated from college while coping with their experiences along the way. In-depth interviews were conducted with 12 Hmong students by using semi-structured, openended questions. Findings revealed that the participants' parents' life experiences in Laos, their struggles with the Vietnam War, and their relocation to the United States made a big impact on the students' decisions to attend college. Support from family and friends, professors and advisors, and the use of university services such as the Tutoring Center and Educational Opportunity Program, helped the participants remain in college and eventually graduate. Study implications suggest a need for social workers in college counseling centers. Social workers are more likely to be sensitive regarding the issues and needs of Hmong students, and they have a deeper understanding of cultural sensitivity concerning minority students. Future studies could focus on continuing to explore this topic to gain a broader and deeper knowledge base.
Book Synopsis Successful First-generation Hmong College Students' Descriptions of Their Education Experiences in Minnesota by : Onenee G. Saloka
Download or read book Successful First-generation Hmong College Students' Descriptions of Their Education Experiences in Minnesota written by Onenee G. Saloka and published by . This book was released on 2014 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study examined the lived experiences of successful first-generation Hmong students who attended and graduated from high school in Minnesota. Data were collected through semi-structured interviews with fifteen successful first-generation Hmong students who completed public high school in Minnesota. Emanating from the participants' discussions of their high school experiences, four major themes were identified: self-driven as a motivator, family as a motivating factor, peers as a motivating factor, and a positive connection with caring teachers. The central question the study asks is as follows: How did first-generation Hmong students who succeeded in their high schools in Minnesota experience it? For the purposes of this study, success encompasses graduating from high school. The essence of their school experience is the integration of personal responsibility, supportive school environment, and supportive home environment. All of the aforementioned when combined translated to academic success. To provide a caring, effective school experience that promotes self-driven individuals and a positive school environment where students can strive for success, it is essential for school leaders to understand the experiences of individuals who have already graduated.
Download or read book A New Journey written by Mai Xee Vang and published by . This book was released on 2020-01-30 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Life and Educational Experiences of Hmong Students in Post-secondary Education in the Year 2000 by : Xang Lee
Download or read book The Life and Educational Experiences of Hmong Students in Post-secondary Education in the Year 2000 written by Xang Lee and published by . This book was released on 2001 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Barriers that Impact Hmong Students in Post-Secondary Education by : Vang Francois
Download or read book Barriers that Impact Hmong Students in Post-Secondary Education written by Vang Francois and published by LAP Lambert Academic Publishing. This book was released on 2015-08-28 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examines the personal history and risk factors that affect Hmong students in post-secondary education from the students' perspectives. Ten Hmong students (five male students and five female students) from the University of Minnesota, Twin Cities were recruited to participate in this study. A series of open-ended questions was given to the participants. The researcher used content analysis to analyze the data. Categories were first developed from the interview responses and then were linked to previous related literature. After 40 years of living in the United States, the Hmong are still encountering many challenges in post-secondary education primarily due to internal (cultural barriers) and external (academic setting) conflicts. Acculturation is a continuous process in which individuals and families adopt different strategies at different times, and must deal with different life issues; thus, it is imperative that social workers and other professionals be knowledgeable about the current literature on how to effectively serve this population.
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 The Mis-education of the Hmong in America by : Kaozong Nancy Mouavangsou
Download or read book The Mis-education of the Hmong in America written by Kaozong Nancy Mouavangsou and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Previously, researchers have analyzed Hmong educational experiences through cultural (i.e., focusing on Hmong gender roles) and structural explanations (i.e., focusing on resources and mobility). This study takes a different approach by integrating Woodson (1933/1972) and Constantino’s (1982) concepts of mis-education to examine how the American education system impacts Hmong students and their community. These scholars focus on: controlled thinking/captured mind (i.e. using education as a tool for American imperialism), community division (i.e. an American education can create divisions within one’s community), and United State’s history (i.e. social studies distorts the true history of minorities). My study integrates this framework to create what I term, the mis-education of the Hmong. This entails studying the Hmong community while recognizing that: education is seen as a path to financial stability (i.e. the belief that education is critical for a successful future); divide the Hmong community (i.e. how education publically and privately creates spaces of division within the Hmong community); and Hmong missing in U.S. history (i.e. social science classes not including Hmong history into their curriculum). Data for this study were gathered through a case study of six Hmong families, California’s curriculum standards, critique of California’s social studies curriculum, and the researcher’s own personal experiences in education. This study challenges future researchers, educators, community members, and students to re-examine the American educational system and its curriculum in order to educate and empower Hmong students in America.
Book Synopsis Blueprint for College Success by : Pao Lor
Download or read book Blueprint for College Success written by Pao Lor and published by . This book was released on 2001 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Culturally and Linguistically Responsive Teaching and Learning (Second Edition) by : Sharroky Hollie
Download or read book Culturally and Linguistically Responsive Teaching and Learning (Second Edition) written by Sharroky Hollie and published by Teacher Created Materials. This book was released on 2017-07-15 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written to address all grade levels, this K-12 classroom resource provides teachers with strategies to support their culturally and linguistically diverse students. This highly readable book by Dr. Sharroky Hollie explores the pedagogy of culturally responsive teaching, and includes tips, techniques, and activities that are easy to implement in today's classrooms. Both novice and seasoned educators will benefit from the helpful strategies described in this resource to improve the following five key areas: classroom management, academic literacy, academic vocabulary, academic language, and learning environment. Grounded in the latest research, this second edition includes an updated reference section and resources for further reading.
Book Synopsis Barriers that Impact Hmong Students in Post-secondary Education by : Francois Vang
Download or read book Barriers that Impact Hmong Students in Post-secondary Education written by Francois Vang and published by . This book was released on 2015 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hmong families generally understand that education is the key to their survival and success in the United States. The literature review in this study suggests that cultural barriers and adjusting to the U.S. are strong indicators of why Hmong students do not succeed academically. This research examines the personal history and risk factors that affect Hmong students in post-secondary education from the students’ perspectives. Ten interviews were conducted with Hmong college students on what they perceive to be the high risk factors that impact Hmong students in post-secondary education. A basic content analysis was performed to code and analyze the data, and emerging themes were recorded.
Book Synopsis The Lack of Motivation to Pursue Postsecondary Education Among Hmong Students by : Xang Lee
Download or read book The Lack of Motivation to Pursue Postsecondary Education Among Hmong Students written by Xang Lee and published by . This book was released on 2015 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: In rural areas, a lack of motivation to pursue a postsecondary degree continues to affect Hmong students at the postsecondary education level. The purpose of this qualitative grounded theory research was to create a model based on the exploration of the lack of motivation to pursue postsecondary education among Hmong high school students. Educational leaders might be able to use the model to help them find ways to assist and prepare Hmong students for postsecondary education. The data were collected from the interviews with 10 high school graduates, 5 Hmong parents, and 5 educators. The finding suggested that Hmong parents and existing educational services were not effective enough to improve and prepare Hmong high school students for postsecondary education. Additional support initiatives such as stronger expectations, role models, mentoring, educational support programs, college visits, Hmong counselors who could speak Hmong and other leadership roles, activities that motivate students internally, personal financial literacy and postsecondary options classes, and the affection of Hmong parents were needed to prepare Hmong high school students for postsecondary education.
Book Synopsis Hmong Americans in Higher Education by : Janet Fergus Daugherty
Download or read book Hmong Americans in Higher Education written by Janet Fergus Daugherty and published by . This book was released on 2015 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: I conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies. The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong American college upper-classmen using a two-part interview protocol to elicit demographic and experiential information. Moustakas' approach to the analysis of data provided guidelines to review individual transcripts and to group, remove, cluster, and thematize lived experiences. The findings of this study indicated that Hmong college students: (a) enrolled out of obedience to the parents, especially their fathers, regardless of the educational level of the parents and (b) thrived when authority figures on campus reached out to help their humble situation ... it not only made them belong to the campus family but it strengthened their self-esteem.
Book Synopsis Voices of Transition by : Janet Marie Schulze
Download or read book Voices of Transition written by Janet Marie Schulze and published by . This book was released on 2003 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Up Against Whiteness by : Stacey J. Lee
Download or read book Up Against Whiteness written by Stacey J. Lee and published by . This book was released on 2005 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pushing the boundaries of Asian American educational discourse, this book explores the way a group of first- and second-generation Hmong students created their identities as new Americans in response to their school experiences.
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 Factors Contributing to Hmong University Students' Academic Success and Failure by : Danai Chowwiwat
Download or read book Factors Contributing to Hmong University Students' Academic Success and Failure written by Danai Chowwiwat and published by . This book was released on 2006 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditionally and culturally, the Hmong valued formal education highly as an open door to economic stability and higher social status, but historically, they have never had the opportunity to truly live out their educational values. Today, the Hmong are living in the greatest country on earth, the United States of America, where they have found the opportunities to live out their dreams and hopes. Adjusting from preliterate culture to modernization and technological and industrial culture is a big challenge the Hmong are facing in their adopted country. As parents are adapting to new cultures in America, they felt they also needed to preserve their traditional cultures. They are living in two contrasted worlds. As result, parents are slowly assimilated into mainstream society, and children are growing up in between two worlds. Children are inheriting Hmong cultural values by reinforcement of traditional practices at home and learn about American values and cultures in school. In fact, schools have functioned as major agents of assimilation for Hmong children. Many Hmong adults having difficulty in assimilating to American mainstream culture because they are lacking English skills and have only minimal formal educational background. They have no hope to be successful educationally and economically. However, they appreciate the educational opportunities their children receive in America and want them to become educated, because education, especially higher education, is the only means to ensure their future economic security. In order to reach their dreams, Hmong parents and children have to pay a heavy price for their journey to educational and economic successes. I hope that by hearing their struggles and experiences will help us get an insight of the whole story.
