(Mis)Labeled: The Challenge of Academic Capital Formation for Hmong American High School Students in an Urban Setting

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

“…In understanding the educational experiences of Hmong American undergraduates, the importance of integrating their cultural and familial values is critical (Her & Gloria, 2016) because family serves as an important biological and social structure in which relationships and roles are salient (Chiang, Fisher, Collins, & Ting, 2015;Moua, 2003). For example, traditional Hmong families are patrilineal with distinct gender roles and responsibilities for males and females (Yang, 1997).…”

“…Males are regarded as providers and protectors who are financially responsible for families, whereas women are charged with the maintenance of family (Moua, 2003). Despite traditional gendered norms, Hmong families encourage their children to pursue education as a means to support the family (Chiang et al, 2015;DePouw, 2003). It is evident that investigations of Hmong American undergraduates must include dimensionalized explorations by gender to understand accurately their educational experiences.…”

Gender, Culture, and the Educational Choices of Second Generation Hmong American Girls

“…The lack of formal education due to limited educational opportunities in Laos accounts for the low educational attainment for Hmong Americans (Chiang, Fisher, Collins, & Ting, 2015). Before their arrival to the U.S., many Hmong refugees had no formal education (Yang, 2013).…”

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

“…A bimodal distribution exists as many Southeast Asian refugees have lower academic achievement and higher rates of high school dropouts as compared to other Asian groups (Chiang, Fisher, Collins, & Ting, 2015;Fuertes, Sedlacek, & Liu, 1994;Hsia & Hirano-Nakanishi, 1996;Tang, Kim, & Haviland, 2013). For those who have a lower pre-migration education and less academic and economic capital, educational attainment is also increasingly disproportionate (Chiang et al, 2015;Xiong, 2012). For instance, Hmong individuals migrated to the U.S. when they fled their native homeland due to political and socio-historical factors in the 1970s (Xiong, 2012).…”