THE APPROPRIATE ASSISTANCE FOR HMONG COLLEGE STUDENTS A Thesis Presented to ...

132 Pages·2012·0.54 MB·English

THE APPROPRIATE ASSISTANCE FOR HMONG COLLEGE STUDENTS

A Thesis

Presented to the faculty of the Department of Educational Leadership & Policy Studies
California State University, Sacramento

Submitted in partial satisfaction of
the requirements for the degree of

MASTER OF ARTS
in
EDUCATION
(Higher Education Leadership)

by
Wyler Yang

SPRING
2012
© 2012
Wyler Yang
ALL RIGHTS RESERVED
ii
THE APPROPRIATE ASSISTANCE FOR HMONG COLLEGE STUDENTS

A Thesis

by

Wyler Yang

Approved by:

__________________________________, Committee Chair
Rosemary Blanchard, Ph.D.

__________________________________, Second Reader
Ka Va, Ph.D.

____________________________
Date

iii
Student: Wyler Yang

I certify that this student has met the requirements for format contained in the University
format manual, and that this thesis is suitable for shelving in the Library and credit is to
be awarded for the thesis.

__________________________, Graduate Coordinator ___________________
Geni Cowan, Ph.D. Date

Department of Education Leadership and Policy Studies

iv
Abstract
of
THE APPROPRIATE ASSISTANCE FOR HMONG COLLEGE STUDENTS
by
Wyler Yang
Brief Literature Review
Since the arrival of the Hmong in the United States as war refugees, they have
been shadowed by the Asian Minority Success Myth (Ngo & Lee, 2007) which holds that
all Asians and Asian Americans excel in the classroom. A Critical Race Theory analysis
of this model and the varieties of Cultural Capital brought to this Acculturation process
shows Hmong students at a disadvantage (Bourdieu, 1986; DePouw, 2012; Perna &
Thomas, 2008; Rick, 1988). Other literature suggests hidden Cultural Capital, positive
characteristics of Biculturation and positive outcomes of Hybridity can promote
education success among minority students (Lowe, 2000; Rick, 1988; Yosso, 2005).
Statement of the Problem
Not all Hmong college students go through the same challenges. This study
categorizes Hmong college students by various demographic variables to determine
challenges they face from family, community, institution and self as they pursue their
higher education. It explores what might be most supportive of Hmong college student
success.

v
Methodology
The researcher surveyed Hmong college students at one California university
during the 2011-2012 academic year about the challenges they face in completing their
college education and the resources they draw upon and the ways in which their path
through college could be better supported. The students self-identified as Hmong and
were contacted through the Hmong University Student Association. Participant responses
were coded and analyzed to identify patterns of responses that pointed to common issues
and to differences among subgroups within the Hmong students.
Conclusions and Recommendations
Students surveyed were primarily from two categories: Adjusting-Animist-Male
and Adjusting-Animist-Female. The greatest differences in responses were tied to
gender, with males facing self-related challenges and females facing family-related
challenges. Both faced Institution-related challenges. Problems of support were tied
more to difficulties in students reaching out for help rather than institutional refusal.
Future research regarding Hmong college students should begin at the high school
level, and study the intersections of culture, surroundings and self-concept as these affect
Hmong students’ difficulties in reaching out to others in their educational environment.

_______________________, Committee Chair
Rosemary Ann Blanchard, Ph.D.

_______________________
Date
vi
DEDICATION

First of all I’d dedicate this thesis to my great-grandfather Boua Yia Yang, my
late grandfather Boua Tong Yang and all my ancestors before them; finally a descendant
from our clan has stepped into the post-secondary education arena, from a diaspora to an
education. I would also like to dedicate this to Autumn Yang who is my drive and Emily
my support. I’d like to thank my father (Joua Sue Yang) and my mother (Sy Lee) for
their sacrifices and hardships to make my education a possibility; sorry for taking so
long. My brothers and sisters: Nick, Cindy, Scott, Kasie, Johnathan, Xavier, Melissa,
Franklin, Sonny, Stephanie, Johnny thank you for your help and support. And to my
nieces and nephews: Kyle, Kilby, Austin, Daisy, Adele, Lilly, Grant, Legend, Nikki,
Aeris, Tiger, Cloud, Angel, Ahnna, Luke, Magic, Lila, Liam, Blossom, Chance, Phoenix
– it’s okay and possible to be “cool” and still be educated, also I said I would mentioned
your guys’ name somewhere in here.
Lastly I’d like to thank my advisors. Dr. Rosemary Blanchard, my research would
not have been what it is without your guidance. I am honored and fortunate to have you
as an advisor in your last year at CSU-Sacramento. Sac State will be losing a valuable
resource with your retirement. Also Dr. Ka Va who agreed to be my second reader.
Your time, edits, and comments were much appreciated.

vii
TABLE OF CONTENTS
Page
Dedication .................................................................................................................. vii
List of Tables .............................................................................................................. x
Chapter
1. INTRODUCTION ………...……………………………………………………… 1
Background ....................................................................................................... 1
Purpose of the Research .................................................................................... 2
Statement of Problem .........................................................................................3
Significant of the Study .....................................................................................3
Definition of Terms............................................................................................4
Limitation of the Study ..................................................................................... 8
Organization of the Remainder of Thesis ......................................................... 8
2. REVIEW OF RELATED LITERATURE ............................................................. 10
Introduction .................................................................................................... 10
Brief History of the Hmong ............................................................................ 11
Hmong Status in United States ........................................................................14
Theoretical Frameworks ..................................................................................23
Critical Race Theory ............................................................................24
Success Models ...................................................................................25
Acculturation........................................................................................38
Culture Capital .....................................................................................45
Biculturation ........................................................................................52
Hybridity ..............................................................................................57
Rationale for the Study ....................................................................................62
Summary ..........................................................................................................63
3. ANALYSIS OF THE DATA ................................................................................. 64
Design of the Study ......................................................................................... 64
viii
Population and Sample ................................................................................... 64
Data Collection ............................................................................................... 65
Instrumentation ............................................................................................... 66
Data Analysis Procedures ............................................................................... 68
4. DATA ANALYSIS AND INTERPRETATIONS ................................................. 71
Analysis........................................................................................................... 71
Findings........................................................................................................... 75
Interpretations ................................................................................................. 82
5. SUMMARY, CONCLUSION, RECOMMENDATIONS .................................... 86
Summary ......................................................................................................... 86
Conclusion ...................................................................................................... 93
Recommendations ........................................................................................... 99
Appendix A. Research Survey ................................................................................. 100
Appendix B. Survey Results Analyzed .................................................................... 101
Appendix C. Challenge Responses in Relations to Assistances .............................. 102
Appendix D. Student Identification Responses ....................................................... 103
Appendix E. Classification Responses Breakdown ..................................................104
Appendix F. Survey Question Five Challenge Responses....................................... 105
Appendix G. Survey Question Six Known Assistance Responses .......................... 109
Appendix H. Survey Questions Seven through Ten Responses .............................. 113
References ................................................................................................................. 116

ix
LIST OF TABLES
Tables Page

1. Hmong 2000 Census…………………………………………………………. 16
2. Family Classification Guide …………...…….………………………………. 67
3. Adjusting Animist-Male Student Results .…………………...………………. 71
4. Adjusting Animist-Female Student Results .………………...………………. 72
5. Adjusting Christian-Male Student Results…………………...………………. 73
6. Adjusting Christian-Female Student Results…………………………………. 74
7. AdjA-M Specified Challenges and Obstacles Responses ………………….... 79
8. AdjA-F Specified Challenges and Obstacles Response ……………...……… 80
9. AdjA-M Specified Types of Assistance Most Wanted/Helpful ......…………. 81
10. AdjA-F Specified Types of Assistance Most Wanted/Helpful ……….……... 81

x