THE INTEGRATION OF HMONG ADULTS INTO AMERICAN SOCIETY THROUGH THE COMMUNITY COLLEGE: A PARTICIPATORY STUDY OF THE POSSIBILITIES OF CULTURAL PRESERVATION. (VOLUMES I AND II)
Author(s):
Janssens, Luc Ghislain
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : University of San Francisco, 1987.
Pages:
581
Language:
English
Abstract:
The study was conducted in order to assess how effectively the Hmong are being integrated into American society through the community college, and to determine how the community college can better help them in the adjustment process. In particular, the study examined the key values and beliefs of the Hmong, to determine which assist or hinder them in the adjustment process. The areas of tension and conflict between the Hmong students, their instructors, and American students, were particularly scrutinized in order that students and teachers might jointly be able to come up with solutions to resolve them. The theoretical rationale used in this study is the participatory research model, based on the notion of empowering the participants through dialogic retrospection. In this process of critical reflection, a series of initial interviews were conducted with five Hmong students and five instructors of Hmong students, to identify their insights on Hmong values and beliefs, and their perceptions on areas of conflict and tension. The interviews were transcribed, and each participant was then asked to make any desired corrections, clarifications, and additional statements. Several months later, the participants were given an analysis of the findings of the first interviews. They were asked to clarify their original views and make suggestions for resolving the problems identified in the first interviews. These follow-up interviews were also transcribed. As a result of this process, the students gained awareness of their own cultural diversity; they indicated that one of their major problems was balancing adjustment to American society and maintenance of their Hmong identity. They further indicated a desire for instructors and American students to better understand them, and, in particular, felt that their instructors should recognize the difficulties they were having with the English language. They also recognized that they tended to be reticent and shy in class, in part because of these difficulties. The instructors agreed with the Hmong students' assessment of the problem and showed a willingness to respond to their needs by spending more time with them. They also recognized the special needs of Hmong students, and suggested that special considerations be given to them until they have acquired the communication skills necessary to successfully participate in regular classes. All participants suggested the usefulness of having credit and non-credit classes and workshops on Hmong culture and language. (Abstract shortened with permission of author.)