DIFFERENTIAL PARTICIPATION AND SKILL LEVELS IN FOUR HMONG THIRD GRADE STUDENTS: THE SOCIAL AND CULTURAL CONTEXT OF TEACHING AND LEARNING
Author(s):
Jacobs, Lila
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : University of California, Santa Barbara, 1987.
Pages:
314
Language:
English
Abstract:
This study of four Hmong children describes their first encounters in school and their traumas over time as they attempt to belong and participate fully in classroom learning activities. Their low achievement levels are viewed by school personnel as signs of learning disabilities. Using ethnographic research methods, especially participant observations and interviews, the study focuses on how children become increasingly aware of their differences in cultural values, and attempt to cope with the high levels of stress they experience in school. Teachers, on the other hand, adhere to their own training and values and demand compliance with cultural norms of performance. The Hmong children under study show deep frustration and hopelessness as they fail to engage meaningfully in learning activities. The study offers suggestions for the implementation of educational policy and practice in dealing with Indochinese students, and explores possible directions for future research.