A critical ethnography of the Hmong experience in the Upward Bound Program
Author(s):
Daniels, Quincey L.
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : Capella University, 2012.
Pages:
144
Language:
English
Abstract:
The purpose of this study was to determine the perceptions of Hmong students regarding the Upward Bound Program and how those perceptions related to their participation in the program. A critical ethnography of Hmong students in the Upward Bound Program was conducted and included an examination of potential inequities by creating a literal dialogue with the participants in the program. The study was steered by three research questions: (1) What is the dominant narrative for Hmong students who participate in the Upward Bound Program? How are the challenges of marginalization embedded in the narrative? (2) How does the Upward Bound Program currently provide support to empower students to prevent marginalization? (3) Based on the narratives of the Hmong students, what changes should be made to the Upward Bound Program to combat marginalization? A qualitative design was used with seven Hmong students who were in the Upward Bound Program at a university in Wisconsin. Semi-structured interviews and a focus group were used to collect data for the study. Findings of the study indicated that the Hmong students who were active in the Upward Bound Program did experience issues of marginalization outside of the Upward Bound Program. Hmong students believed that the Upward Bound Program is an effective tool in teaching students empowerment to stand up for their individual rights. Other results indicated that there were gender-related issues of marginalization that were unique to the Hmong community and may have an effect on participation in school and the Upward Bound Program. Based on these results, it is suggested that marginalization coping strategies be added to the curriculum of the Upward Bound Program.