Defining moments: How three generations of Hmong people have incorporated *education into their perception of *success
Author(s):
Landt, Joanne S.
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : The University of Wisconsin - Madison, 2004.
Pages:
241
Language:
English
Abstract:
This research focuses on how Hmong people within a Northeast Wisconsin community define success and the role education plays within this definition. Three generations of people within four different families were interviewed to discover how age, experiences, educational level, and gender affect perceptions of success. The objective of this research is to build a bridge between educators and the Hmong people to enhance educational outcomes for Hmong children. It is only through insight into the lived experiences shaping Hmong perceptions of success that an authentic understanding can result. From an analysis of the interviews conducted, it is apparent that education plays a tremendous role in defining success. Other variables important to many of the interviewees include attaining/maintaining respect, supporting or raising a family, achieving independence, and holding a job/career. Lack of education, the language barrier, disrespect, and lack of governmental intervention were named the primary obstacles to success by interviewees. Education was both criticized for its shortcomings and given credit for providing children with greater opportunities for success. Hmong parents described several obstacles in helping their children achieve success. From an educational standpoint, the language barrier played a significant role in limiting parents' ability to communicate with schools, provide direct support to children for homework, participate in school activities, and remain abreast of their children's educational issues. Schools were also identified as obstacles due to the presence of prejudice from peers and teachers, lack of Hmong representation in the curriculum and school events, and for not promoting children's respect of adults. There is much that schools can do to increase the likelihood of educational success for the Hmong students. Understanding how Hmong families define success is the first step required in learning how to meet their needs. Informing teacher/administrator perspectives, improving home/school communications, teaching the general population about the Hmong experience, and providing extra support through stronger career education and tutoring services are only a few of the ways schools can foster success for Hmong students.