A Comparative Case Study Of Secondary Programs For Hmong Refugee Students In The Minneapolis And The St. Paul Public Schools (Bilingual, Bicultural, English As A Second Language (ESL); Minnesota)
Author(s):
Sonsalla, Donald Richard
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : University of Minnesota, 1984.
Pages:
413
Language:
English
Abstract:
The entrance of Hmong refugees to Minnesota, starting in 1975, stimulated the Minneapolis and the St. Paul public schools to develop English as a Second Language (ESL) programs for the education of Limited English Proficient (LEP) Hmong students. The study's purpose was to identify, describe, analyze and compare the two systems' secondary school programs for educating the Hmong refugee students thus gaining an understanding of the programs and a direction for future delivery of services. The study answered the following questions: (1) What is the nature of the challenge presented to educators by the presence of Hmong refugee students? (2) What is the background, and what are the educational needs of the Hmong students? (3) How, why and by whom were recent programs developed? (4) How, where and by whom were these programs implemented? (5) What are the recipients' (students' and parents') perceptions regarding the outcomes of the programs? and (6) What still needs to be learned to improve future delivery of services? The researcher identified and described the programs and conducted a comparative case analysis, focusing on three areas: (1) policy-making, (2) implementation and (3) consequences. The importance of the study was based upon its anticipated worth to educators and to public understanding. It is of use to (1) the Hmong refugee population in identifying their educational needs and (2) school district personnel in designing programs for meeting the needs and in understanding the impact of these programs as perceived by the recipients. Methodology consisted of triangulation of qualitative and quantitative research strategies. Two researcher-designed instruments, in-depth interview, and questionnaire were utilized. Statistical analysis employed frequency distributions, percentages, t-test and two- and three-way analysis of variance. The units of analysis were eight high schools in the two districts with a representative population consisting of policy makers, implementers and recipients. The study presented (1) an overview of the Hmong population, (2) an in-depth portrayal of the programs, (3) considerations for future studies, (4) researcher findings and (5) recommendations suggested by policy makers, implementers, recipients and the researcher.