Voices of Hmong American Students on Their Diaspora

Autor/in	Lor, Pao
Titel	Voices of Hmong American Students on Their Diaspora
Quelle	In: Multicultural Education, 26 (2018) 1, S.2-10 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Student Empowerment; Hmong People; Refugees; Asian Americans; Student Experience; Gender Differences; Middle School Students; High School Students; Autobiographies; Foreign Countries; Academic Aspiration; Migration; Laos; Thailand; Wisconsin + Suchen Sie Ihr Suchwort? Studienberechtigung; Flüchtling; Asian immigrant; United States; Asiatischer Einwanderer; USA; Studienerfahrung; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Autobiography; Autobiografie; Autobiographie; Ausland
Abstract	Hmong Americans are originally a preliterate, seminomadic, and agrarian ethnic hill tribe from Southeast Asia and have now been in the United States for the last four decades. From the 1960s to the mid 1970s, the Hmong joined forces with the U.S. during the Secret War in Laos. After the U.S. pulled out of Laos in 1975, the new Laotian regime began persecuting the Hmong for having supported the Americans. From 1975 to 2014, the American government cooperated in relocating several waves of Hmong refugees to the U.S. In the mid-1980s, researchers began to examine Hmong American students' experiences. The most studied area was their education. In 1985, Goldstein examined the cultural challenges that Hmong boys and girls endured as they transitioned to American high schools. In 1997, Hutchison used several categories of academic data and interviews and reports on Hmong students' academic performance in the preK-12 educational system in Wisconsin, asserting that for most Hmong students, their academic performance was on par with that of their peers. More recently, researchers have started to study Hmong American students' educational experiences in higher education. In particular, researchers have examined variables or factors that influence Hmong American students' college matriculation, retention, and graduation. Often missing from the existing research are the "voices" of Hmong American students; more specifically, how do they come to understand, interpret, and make meaning of their Hmong American diaspora? It is this question that gave impetus to this study. The study was guided by the following questions: (1) How have Hmong American middle and high school students come to understand, interpret, and make meaning of their diaspora; (2) How have their families and lives changed because of the diaspora; (3) What are their experiences navigating three vastly different cultures: life in Laos, life in Thailand, and life in the U.S.; (4) How do they view their educational experiences: and (5) What are their hopes and dreams for their future? The study focused on the 31 autobiographies. Voices from other Hmong American middle and high school students, even from the 1990s, might yield different results. The analysis of the data was limited by what the participants had shared in their autobiographies. The study, exploratory and descriptive in nature and with limitations, raises several opportunities for future research, including qualitative, quantitative, or mixed studies. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01