Factors contributing to Hmong female student success at an urban high school
Author(s):
Vang, Fue Ricky
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : Alliant International University, 2016.
Pages:
141
Language:
English
Abstract:
The purpose of this study was to explore the factors that contributed to the success of Hmong female students at an urban high school. Through in-depth ethnographic interviews with students, parents, and counselors, the research examined patterns and traits that made a difference in the educational success of the students. The study participants consisted of ten Hmong female students who attained the status of valedictorian between the school years of 2010 to 2015. The study identified the influences that were categorized as personal-motivation support, social support and cultural support. Although the Hmong culture had traditions and expectations that hindered the Hmong female students’ education in the past, the tide has changed for the Hmong female students, and thus changed the views of their parents, and the Hmong community. Factors that helped the ten Hmong female students achieve academic success were a combination of personal desire and parent influence. The Hmong female students earned a 4.0 grade point average or better during their high school years. The cultural perspectives, that scared the Hmong community into restricting Hmong females from receiving an education, have slowly disappeared. Findings in this study will benefit the Hmong parents, and Hmong community as they learn how to better support their high school students’ efforts in school. Educators and leaders can reform their views and discover ways to help not just Hmong students but female students in general. One significant group that can benefit from the findings are the Hmong male students by better understanding how their Hmong female peers accomplished their goals and handled their everyday lives.