In Pursuit of a College Education: Barriers and Opportunities of 1.5- and Second-Generation Hmong American Female Students

• In Event: Understanding Diversity in Achievement for 1.5- and 2nd-Generation Asian American Students

Abstract

The gender roles of Hmong American women pursuing a college education are influenced by economic, racial, structural, and cultural barriers. Although Hmong parents encourage both their sons and daughters to do well in school to achieve economic security, more emphasis is given to their sons (Lee S. J., 1997). In the 1990s, many Hmong American women felt the media characterized the Hmong negatively including being “lazy”, “backwards”, and “foreign” (Lee S. J., 1997).

Hmong American women manage a dual frame of reference to combat the traditional restraints of their culture and the expectations of U.S. society. Hmong American women have a positive dual frame of reference because life in the U.S. offers more gender equality than life in Thailand or Laos (Lee S. J., 2007). However, a discontinuity between home and school are present (Vang C. T., 2005). The purpose of this study was to understand the impact of gender, bicultural identities, and barriers and opportunities of 1.5 and 2nd generation Hmong American female college students.

This study utilized Lee’s (2007) conceptual framework of structural, cultural, economic, and racial factors that affect the educational pursuits of Hmong Americans. Lee incorporates these factors and provides comprehensive insight for the improvement of the Hmong American schooling experience.

Data for this exploratory study was gathered via interviews of 1.5 and 2nd generation Hmong American female college students. Most participants were contacted and surveyed via email through several universities and Hmong centers. The interview protocol for the study consisted of research questions that were grouped into three subcategories that included demographic information (interviewee, school, parental, and other family information), general questions (personal, cultural, and structural information), and specific questions based on cultural, structural, economic, and racial factors (2007). IRB approval was obtained for this process.

For this study, a content analysis was performed on the data to identify emergent themes. The findings show that the factors affecting success for Hmong American women include access to resources for educational achievement, motivational issues, and a desire for financial independence. The data suggests that schools can provide positive resources in each of these areas. Specific implications for schools can include developing a Hmong student association or other clubs, creating a women’s branch, and conducting conferences or programs with the purpose of providing mentorship support, resources and a “professional circle of support” (Vang A. T., 1999). The study also found that a positive bicultural gender identity influences high academic achievement of Hmong American women.

Author

• Aisha Smith-Thompson, Claremont Graduate University