A descriptive study of academically proficient Hmong high school girl dropouts
Author(s):
Vang, Anthony Tk.
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : University of San Francisco, 1992.
Pages:
85
Language:
English
Abstract:
This study of academically proficient Hmong girls who chose to drop out of high school before graduation attempted to determine the factors that have led Hmong girls to drop out of high school. This descriptive study focused on the home, educational, and cultural environments of the subjects and identified the significant problems that the subjects encounter in school. Face-to-face in-depth interviews were conducted with nine Hmong girls who volunteered to participate in the study. They were academically proficient but dropped out between 1990-1992 at McLane and Fresno High Schools in the Fresno Unified School District, Fresno, California. Their ages ranged from fifteen to nineteen and came from large extended families that were economically disadvantaged and received limited formal education in their homeland. The educational environment lacked role models and tutors to assist the Hmong girls within the school setting. Difficulty with the English language was another factor that served as a barrier. The Hmong girls reported that their parents gave some priority to their education, however, cultural norms dictated less time for studies and more time to be spent on household chores. The choice to continue an education conflicted within the Hmong cultural imperative of early marriage. It is clear from these interviews that academically proficient Hmong high school girl dropouts have the motivation and desire to return to school to complete their education and enter vocational training or professional careers. It is with hope and optimism that these girls look toward their future as they all have high aspiration, despite their early marriage. Individual and group counseling for Hmong girls should be made available within the school setting to address issues such as peer pressure, family stress, and cultural concerns. Hmong students should be encouraged to bring discussion of their culture into the classroom, so that others can gain an understanding of the culture, and so that Hmong students themselves may gain a sense of pride. This may enable them to become empowered and self-confident, thus balancing the recognition for cultural preservation while continuing their education.