Educational and Career Aspirations of Hmong American and Hmong Migrant Youth Schooling in a United States High School

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Autor/in	Xiong, Chris
Titel	Educational and Career Aspirations of Hmong American and Hmong Migrant Youth Schooling in a United States High School
Quelle	(2022), (327 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3266-9
Schlagwörter	Hochschulschrift; Dissertation; Hmong People; Asian American Students; Educational Experience; Academic Aspiration; Interpersonal Relationship; Case Studies; Occupational Aspiration; Student Attitudes; Student School Relationship; Barriers; High School Students; Whites; Cultural Background; Parent Aspiration; Goal Orientation; Correlation; Teacher Attitudes; STEM Education; Advanced Placement; Honors Curriculum; Internship Programs; Mentors; Volunteers; Hidden Curriculum + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Bildungserfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Berufsneigung; Berufsziel; Schülerverhalten; Schüler-Lehrer-Beziehung; High school; High schools; Oberschule; White; Weißer; Elternwille; Zielorientierung; Zielvorstellung; Korrelation; Lehrerverhalten; STEM; Berufspraktische Ausbildung; Freiwilliger; Heimlicher Lehrplan
Abstract	This study researched educational/career aspirations of thirty-one Hmong students attending high school in the Midwest United States. Historically, Hmong students have faced a variety of barriers in their schooling. Schools need to address the hidden equity issues facing Hmong students. The social and cultural messages in the classroom speak to a generic understanding of white America, failing to use the funds of knowledge from all groups represented in schools to enhance learning. This descriptive case study used Rubin and Rubin's (2012) interviewing technique, creating a partnership between researcher/student. The researcher analyzed students' words and stories creating meaning on how high school experiences led to aspirations. Engaging students in her own school, she synthesized their aspirations by analyzing the interview results. Interviews were coded (Creswell, 2013) by classifying text into student and perceived parent aspirations. The codes of "supportive factors" and "barriers to attainment of goals" gave symbolic meaning to the descriptive case study. The three (3) research questions were: 1. What are the educational and career aspirations of a group of Hmong American and Hmong migrant students schooling in a Midwest United States high school? 2. What are the similarities and differences between the student aspirations and their perceived parent/guardian aspirations? 3. What supportive factors, and what barriers, do students perceive as supporting or preventing their opportunities to accomplish their educational and career goals? The research findings build on the ecological theory of Ogbu (2003) and Ogbu and Simons (1998). Educational and career aspirations are related to how students interpret and respond to societal/school/community forces. Researchers argued that administrators and teachers have perceived Hmong students deficient in language, academic achievement, and preparedness for post-secondary education (Vang, 2005). Students in this study excelled in STEM, AP, and Honors classes especially English and College Writing. Internships, mentoring, and volunteering supported their aspirations. The conclusion relates to current issues in education: teachers use of funds of knowledge and the hidden curriculum which are perceived issues in breaking the bamboo ceiling with a need for policy leadership to understand how the development of educational and career aspirations are influenced by school forces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01