Voices of transition: The educational experiences of Hmong high school students
Author(s):
Schulze, Janet Marie
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : Harvard University, 2003.
Pages:
170
Language:
English
Abstract:
This qualitative study explores the educational experiences of Hmong high school students in relation to the structure of the school, teaching and learning, and family and school supports they receive. The research questions that guide the study are: (1) What goals do these students have for their school experience? (2) What goals do their families have for them? (3) How do they define “good” versus “bad” teaching and classes? (4) What supports or structures do they believe have helped them in reaching their expectations thus far? What supports do they believe would help them reach their expectations? (5) What structures or circumstances do they believe have hindered them in reaching their expectations thus far? Three bodies of literature informed the study: the educational attainment of immigrant students; the Asian immigrant educational experience, specifically that of Southeast Asian students; and the small body of literature on Hmong students and their educational experiences. The study took place in a diverse urban school district in northern California currently undergoing reforms in all of its high schools. The sample consisted of 12 students attending the high school with the largest Hmong population in the district. Six of the students had grade-point averages of below 2.0 and six had grade point averages of above 3.4 on a 4-point scale. There were three boys and three girls in each achievement group. Findings are in four areas: Locations, including summaries of the sample as family members, as students, how they learn about their culture, and challenges they face in balancing both worlds; Motivation/Belief Systems, including students' belief in the importance of education and their educational goals; Supports, including emotional and practical supports students receive from the school and home; and School, including discussions of safety, students' definitions of good and bad teaching, and scheduling. Comparisons between the two achievement groups and between males and females are discussed. Implications are for researchers further exploring the Hmong population and its comparison to other Asian immigrant groups and for school leaders and policy makers making decisions about high school reform and its affect on English Language Learners.