Factors affecting the success of Hmong college students in America

Txoj Kev Ntshiab: Hmong American undergraduates’ perceptions of intellectual phoniness and psychosociocultural persistence decisions

“…In addition, most of the students received financial aid. As finances influence Hmong undergraduates' educational experiences (Xiong, 2012;Xiong & Lam, 2013), it is unclear as to how this element may have informed their sense of phoniness or persistence decisions. Despite the sample being more than one-third (36%) of the campus' Hmong student population, it did not represent all Hmong American students (e.g., non-traditional or commuter students) across class standing equally, and a clear area of future study to understand how Hmong American students negotiate the environment and navigate the needed educational support and financial resources for their educational persistence.…”

“…Using an integrative approach, it was hypothesized that the psychological, social, and cultural dimensions would each uniquely and collectively influence students' educational experiences and predict academic persistence decisions (Question 3). Yet, given the extant research with Hmong American undergraduates (Lee, 1997;Lin et al, 2015;Lor, 2008;Xiong & Lam, 2013), it was anticipated that each dimension would explain a portion of the variance of persistence decisions, with the psychological dimension accounting for the largest portion of the collective variance.…”

“…As a rapidly growing young population, Hmong communities value and have the motivation to achieve educationally (Hutchinson, 1997;Ngo, 2013;Swartz, Lee & Mortimer, 2003). Yet, as Hmong American students enter into higher education (Lee, 1997;Lor, 2008;Xiong & Lam, 2013;Xiong & Lee, 2011;Lin, Her, & Gloria, 2015;Vue, 2013) little is known about their psychological, social, or cultural persistence processes, despite the educational disparities and their imminent presence within the educational system (U.S. Census, 2013). How self-perceptions, social supports, and cultural processes influence their decisions to persist academically is thus the study's focus.…”

Educational Careers of Hmong American Students

“…Thao (2015), Saloka (2014), Iannarelli (2014), and Xiong and Lam (2013) explore life experiences affecting Hmong college students' educational attainment, reporting factors include parents, teachers, friends, students' own motivation and expectations, and various educational services all played a role. Lo (2013) specifically analyzes Hmong parental influences on Hmong students' decisions to matriculate and concludes that Lee (2014) reports on the academic characteristic of 238 freshmen at Western University in California and shares that the Hmong students do not share characteristics of a "model minority."…”

Kawm Ntawv Qib Siab Understanding the psychosociocultural educational experiences of Hmong American undergraduates

“…For example, King and Cooley (1995) found that undergraduates with a greater orientation toward family achievement had increased levels of feeling like an imposter. Both perfectionism and imposter feelings have yet to be explored fully within the higher educational setting, however these feelings may be evident given their strong family connection (Xiong & Lam, 2013), educational experiences (Xiong, 2012) perception of parental expectations for success (Supple, McCoy, & Wang, 2010), and community expectations as first-generation college students (Lee, 1997).…”