Download or read book Hmong Males Perspective of Higher Education and Factors that Contribute to Their Decision to Attend Or Not Attend College written by Susan Pang Lee and published by . This book was released on 2012 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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:

Download or read book Parental Influence on Hmong Students Decision Towards Higher Education written by Ong Lo and published by . This book was released on 2013 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is to examine the influence of parents on Hmong students and if Hmong gender roles, cultural barriers, assimilation and acculturation to the American culture in the United States can affect Hmong students' decisions to pursue higher education. Hmong males are expected to do well to preserve and carry on the family reputation and name. Hmong males are encouraged to go out and seek knowledge, in hopes of not only leading the family but the clan (pertaining to 18 Hmong last names) and the Hmong community as well. Hmong females are expected to learn traditional family roles. Older generations hold a high expectation of their daughters to keep the traditional Hmong ways of caring for their immediate family until they are married. Encouragement for males to obtain a higher education may seem more likely to happen. School Counselors are expected to learn of multicultural counseling to effectively reach out to all students. It's important for school counselor's to know of and learn about the Hmong culture to effectively help Hmong students and give them resources necessary to obtain a higher education.

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:

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:

Download or read book Hmong Males in Higher Education written by Xao Vang and published by . This book was released on 2018 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine why Hmong males pursue a college degree. Also examined are their reasons for choosing a specific university and program of study.

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.

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.

Download or read book Global Perspectives on Gender and Sexuality in Education written by Elinor L. Brown and published by IAP. This book was released on 2017-05-01 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series that contributes to the body of inclusive educational policies and practices focused on: empowering society’s most vulnerable groups; raising the ethical consciousness of those in positions of authority; and encouraging all to take up the mantle of global equity in educational opportunity, economic freedom and human dignity. Each themed volume in this series draws on the research and innovative practices of investigators, academics, educators, politicians, administrators, and community organizers around the globe. This volume consists of three sections; each centered on an aspect of gender equity in the context of education. The chapters are drawn from a wide range of countries including: Australia, China, Gambia, India, Italy, Kenya, Kyrgyzstan, Laos, Slovenia, Swaziland, Grenada, Jamaica, Trinidad, Tobago, The United States, and Turkey addressing issues of gender equity, citizenship education, egalitarianism in sexual orientation, and strategies to combat human trafficking. The 15 chapters document both the progress and challenges facing those who strive for gender equity in access to education, the portrayal of women in curricula, and the acceptance of diverse sexual orientations within differing country contexts and provide an overview of promising policies, practices and replicable successful programs.

Download or read book Hmong Students in San Diego written by Seng Alex Moua and published by . This book was released on 1995 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Appropriate Assistance for Hmong College Students written by Wyler Yang and published by . This book was released on 2012 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the arrival of the Hmong in the United States as war refugees, they have been shadowed by the Asian Minority Success Myth (Ngo & Lee, 2007) which holds that all Asians and Asian Americans excel in the classroom. A Critical Race Theory analysis of this model and the varieties of Cultural Capital brought to this Acculturation process shows Hmong students at a disadvantage (Bourdieu, 1986; DePouw, 2012; Perna & Thomas, 2008; Rick, 1988). Other literature suggests hidden Cultural Capital, positive characteristics of Biculturation and positive outcomes of Hybridity can promote education success among minority students (Lowe, 2000; Rick, 1988; Yosso, 2005). Statement of Problem: Not all Hmong college students go through the same challenges. This study categorizes Hmong college students by various demographic variables to determine challenges they face from family, community, institution and self as they pursue their higher education. It explores what might be most supportive of Hmong college student success. Methodology: The researcher surveyed Hmong college students at one California university during the 2011-2012 academic year about the challenges they face in completing their college education and the resources they draw upon and the ways in which their path through college could be better supported. The students self-identified as Hmong and were contacted through the Hmong University Student Association. Participant responses were coded and analyzed to identify patterns of responses that pointed to common issues and to differences among subgroups within the Hmong students. Conclusions and Recommendations: Students surveyed were primarily from two categories: Adjusting-Animist-Male and Adjusting-Animist-Female. The greatest differences in responses were tied to gender, with males facing self-related challenges and females facing family-related challenges. Both faced institution-related challenges. Problems of support were tied more to difficulties in students reaching out for help rather than institutional refusal. Future research regarding Hmong college students should begin at the high school level, and study the intersections of culture, surroundings and self-concept as these affect Hmong students' difficulties in reaching out to others in their educational environment.

Download or read book Higher Education Attainment Between Hmong Female and Male Students at Sacramento State in the Past 17 Years written by David Lo and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project examines the education attainment disparity in higher education regarding Hmong female and male students. The purpose of this project is to highlight reasons for the unbalance achievement rate of college degrees between the two genders at California State University, Sacramento. Of the information gathered, it was revealed and made apparent that changes in gender roles - both females and males - have and continue to contribute to the attainment of higher education. Also, the research yielded data into how education is used as a source of empowerment for Hmong female students who come from traditionally patrilineal existence. All in all, Hmong female students achieved their college degrees at a higher rate; showing 56. 6% compared to 39.2% from their male colleagues. The research project also provides plausible recommendations for future research into similar and relevant topics.

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.

Download or read book The Motivation for Higher Education Among Hmong College Students and the Impact of Parenting Styles written by Cynthia Moua and published by . This book was released on 2014 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the educational motivating factors and the parenting styles experienced by Hmong college students. The participants of this study were Hmong college students and alumni who studied at a University of California or a California State University. The data was collected using a quantitative online survey. There were a total of 297 participants, with 220 of the participants completing the survey. The survey consisted of 27 items which measured the type of motivation and the type of parenting styles experienced by participants. The collected data were analyzed through the Statistical Package for the Social Sciences (SPSS) program. The results of this study revealed that the most prevalent parenting style experienced by the participants was an authoritarian (strict) parenting style, followed by an authoritative (flexible) parenting style, and a permissive (lenient) parenting style. Participants selected an authoritative parenting style as the parenting style that they felt would best promote educational motivation within Hmong students. Extrinsic motivational factors such as job security, financial stability, and family acknowledgement, was revealed to have motivated participants to obtain a college degree and would also best serve as educational motivating factors for future Hmong students. This researcher suggests that social services should advocate for policies that will implement the promotion of cultural awareness and earlier higher education awareness among minority students such as Hmong.

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.

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.

Download or read book Writing from These Roots written by John M. Duffy and published by University of Hawaii Press. This book was released on 2007-05-31 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Outstanding Book Award, Conference on College Composition and Communication "We are only beginning to recognize the global forces that have long shaped literacy in the United States. What we need now is a book that demonstrates how to theorize U.S. literacy with regard to globalization’s complex legacy. Writing from These Roots satisfies this need, and then some. Duffy’s careful representation of Hmong literacy narratives is a remarkable accomplishment in its own right, not least for the respect he shows the women and men whose stories enable him to delineate personal, cultural, and national pathways to literacy. In also documenting Hmong people’s transnational pathway to literacy in the United States, Duffy expertly details the rhetorical means by which literacy can make legible the self-fashioning of distinct identities against a historical backdrop bleached by generations of assimilationist public policy and racist discourse. Duffy’s insistence that we think rhetorically about literacy is a call that will resonate in literacy scholarship for years to come." —Peter Mortensen, University of Illinois at Urbana-Champaign "Writing from These Roots is without doubt a major, original, and important work. Fittingly, for a book that conceptualizes its topics and themes globally and comparatively, it will attract an international audience." —Harvey J. Graff, The Ohio State University "This is a fascinating and important study that is rich in theoretical insight about literacy and has an informed and detailed account of the Hmong experience in Laos and the United States." —Franklin Ng, California State University, Fresno Writing from These Roots documents the historical development of literacy in a Midwestern American community of Laotian Hmong, a people who came to the United States as refugees from the Vietnam War and whose language had no widely accepted written form until one created by missionary-linguists was adopted in the late twentieth century by Hmong in Laos and, later, the U.S. and other Western nations. As such, the Hmong have often been described as "preliterates," "nonliterates," or members of an "oral culture." Although such terms are problematic, it is nevertheless true that the majority of Hmong did not read or write in any language when they arrived in the U.S. For this reason, the Hmong provide a unique opportunity to study the forces that influence the development of reading and writing abilities in cultures in which writing is not widespread and to do so within the context of the political, economic, religious, military, and migratory upheavals classified broadly as "globalization."