Immigrant schoolgirl: Making the American dream the Hmong way
Author(s):
Griffin, Lisa Anne
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : Stanford University, 2004.
Pages:
146
Language:
English
Abstract:
This dissertation presents a case study of the adolescent schoolgirls of one group of new immigrants to the U.S.—the Hmong. This case sought to understand how Hmong schoolgirls have successfully stayed in school, despite more than the usual barriers to completing school, including cultural practices of early marriage and early childbearing. It addresses how the historical and present day construction of gender in Hmong culture affects girls' experience of schooling and their aspirations. The narratives of 54 Hmong schoolgirls in California help to describe and understand their motivation and sense-making of their experience. As with other tight-knit “traditional” communities, this is not solely an individual endeavor, but one that involves a greater sense of Kai Erickson's term “communality.” Two areas of finding addressed in greater detail include: (1) the role and expectations for girls and women in Hmong culture (traditionally and today) and (2) the existence of role models in the schoolgirls' lives or lack thereof. Three interpretive schemes emerged from the girls' narratives. Some girls who present a non-strategic integrationist scheme seem to be not fully aware of the potential dissonance between the stated expectations of them in Hmong culture and their educational and future aspirations. Other girls who adopt a strategic integrationist scheme seem to be practically navigating along mutually acceptable paths between their aspirations and the gender expectations of them. They were aware of the dissonance and were prepared to adapt to make both mutually possible in tandem. Still others, the challengers, both question their cultural norms and seek to advance the Hmong culture through their achievement by redefining Hmong female roles and identify new pathways, e.g., to be the “first Hmong” to accomplish a particular achievement. These interpretive schemes suggest a different and “insider's” approach than the assimilationist frames typically portrayed in the literature. This case does make use of the theory of segmented assimilation augmented by selective acculturation proposed by Rubén G. Rumbaut and Alejandro Portes. The implications of the Asian American “model minority” myth for the Hmong are also discussed. A background section provides historical and cultural background on the Hmong.