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Book Factors of Hmong American Student Success

Download or read book Factors of Hmong American Student Success written by Jennifer J. Minea and published by . This book was released on 2012 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed in this project was, what do Hmong American stakeholders working in education describe as factors that may contribute to Hmong American student success? Research encompasses a qualitative ethnography where the author brings together teaching experience, current research on Hmong achievement and one-on-one interviews with Hmong Americans working within the field of education at various capacities. The author explores the following areas as potential factors that can contribute to a student's success: parent involvement and expectations, Limited English Proficiency (LEP) status, school culture, gender role expectations, socioeconomics, biculturalism, and current achievement trends.

Book A Phenomonological Case Study

Download or read book A Phenomonological Case Study written by Phillip Pao Yang and published by . This book was released on 2008 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Factors Contributing to Hmong University Students Academic Success and Failure

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.

Book A Phenomenological Case Study

Download or read book A Phenomenological Case Study written by Phillip Pao Yang and published by . This book was released on 2008 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Ecological Factors in Hmong American Educational Success

Download or read book Ecological Factors in Hmong American Educational Success written by Chao Vang and published by . This book was released on 2017 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Socialization and Hmong Student Success in Career and Technical Education

Download or read book Socialization and Hmong Student Success in Career and Technical Education written by Carmen Iannarelli and published by . This book was released on 2013 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines factors affecting the academic performance of Hmong students at Chippewa Valley Technical College. Factors specifically analyzed for their impact upon student success are socioeconomic status, family support, the use of academic support programs, and the influence of agents of socialization. Through the use of archival institutional data, Hmong students were compared to white students at CVTC in terms of their relative grade point averages, course completion rates, and retention rates. Data revealed significant disparities in grade point average performance between Hmong and white students. The data also showed that eligibility for financial aid was significantly higher among Hmong students, and that this difference was commensurate with educational performance gaps between the two groups. Additionally, online surveys were used to assess family support while attending CVTC, the role of academic support programs, and influential agents of socialization. Gender differences in grade point average performance and socialization also were analyzed. Implications of the study's findings are discussed and recommendations for improving the performance of Hmong students are provided.

Book Impacts of Participation in Hmong as World Language Classes on Outcomes for Hmong American High School Students

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 Transformative Practices for Minority Student Success

Download or read book Transformative Practices for Minority Student Success written by Dina C. Maramba and published by Taylor & Francis. This book was released on 2023-07-03 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Between 2000 and 2015 the Asian American Pacific Islander population grew from nearly 12 million to over 20 million--at 72% percent recording the fastest growth rate of any major ethnic and racial group in the US.This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies, models of community engagement, and collaborations across academic and student affairs that have transformed student outcomes.The contributors stress the importance of disaggregating this population that is composed of over 40 ethnic groups that vary in immigrant histories, languages, religion, educational attainment levels, and socioeconomic status. This book recognizes there is a large population of underserved Asian American and Pacific Islander college students who, given their educational disparities, are in severe need of attention. The contributors describe effective practices that enable instructors to validate the array of students’ specific backgrounds and circumstances within the contexts of developing such skills as writing, leadership and cross-cultural communication for their class cohorts as a whole. They demonstrate that paying attention to the diversity of student experiences in the teaching environment enriches the learning for all. The timeliness of this volume is important because of the keen interest across the nation for creating equitable environments for our increasingly diverse students.This book serves as an important resource for predominantly white institutions who are admitting greater numbers of API and other underrepresented students. It also offers models for other minority serving institutions who face similar complexities of multiple national or ethnic groups within their populations, provides ideas and inspiration for the AANAPISI community, and guidance for institutions considering applying for AANAPISI status and funding. This book is for higher education administrators, faculty, researchers, student affairs practitioners, who can learn from AANAPISIs how to successfully engage and teach students with widely differing cultural backgrounds and educational circumstances.

Book Hmong related Works 1996 2006

Download or read book Hmong related Works 1996 2006 written by Mark Edward Pfeifer and published by Scarecrow Press. This book was released on 2007 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Hmong are a mountain-dwelling subgroup of the Miao of southwest China. In the eighteenth and nineteenth centuries, they began migrating southeast to Vietnam, Laos, and Thailand. In the second half of the twentieth century, mainly because of their participation in the Second Indochina War (1954-1975), the Hmong began migrating to the West. Today the Hmong are one of the fastest-growing ethnic populations in the United States, increasing from about 94,000 in the 1990 census to approximately 190,000 in the U.S. Census Bureau's 2005 American Community Survey. With this rapid expansion, there has been a substantially increased interest in Hmong-related written works; multimedia materials; and websites among students, scholars, service professionals, and the general public. To help meet this interest, Mark Edward Pfeifer has compiled Hmong-Related Works, 1996-2006. An Annotated Bibliography, which includes full reference information (including Internet links to articles) and descriptive summaries for more than 600 Hmong-related works. Book jacket.