A cultural interpretation of Thai Hmong: Beliefs, traditions, and values about education and leadership
Author(s):
Vang, Lue
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : University of San Francisco, 1995.
Pages:
143
Language:
English
Abstract:
This interpretative study of Thai Hmong investigated beliefs, traditions and values as they relate to education and leadership. The research focused on understanding the rationale and considerations that frame decisions about entering and completing post-secondary education. To my knowledge, this study is the first to use a hermeneutic field research model in researching the Hmong. During in-depth research conversations with ten Thai Hmong, all from villages and towns in northern Thailand, participant students and parents spoke about their indigenous knowledge and how it affects decisions about education and motivation to complete higher education in the face of obstacles. The face-to-face conversations and observations were analyzed and interpreted using hermeneutic principles. This interpretive study involved the participants in a meaningful way, as they developed an understanding of their own past, present and future choices in relation to education. The research was carried out in the Hmong language, transcribed into Hmong text, translated into English, and returned to the participants in Hmong and Thai. Interpretation of the conversational data and the sociocultural context resulted in the identification of three themes. First, traditional beliefs, behaviors, and values exert powerful influence on leadership and decision-making. The decision to support children in pursuit of higher education happened over two or three generations and was often influenced by connections with non-Hmong. Academic obstacles to success were entrance examinations, lack of financial resources, separation from the family, and lack of student self-discipline, and decisions about these obstacles cannot be separated from the backgrounds of the decision-makers. Second, membership in groups, reputation, and trust affect the kinds of decisions that are made. Parents and families had to make financial sacrifices, trust their children not to bring shame to the family and group, and open themselves to criticism from others. The successful students and their families became examples for others to follow. Finally, continuity and change are focal issues in the present, and the decisions about education capture the challenges facing the Thai Hmong. The seven students are still at the forefront of a new way to live Hmong lives. There are few examples to follow. These students are mediators. Their lives become the connection between the traditional past and the unknown future; between non-literate and literate; between cultivating on the land and working for wages; between a traditional family and a new kind of family; and between group identity and individual aspiration. The conclusion of the study is that the challenge facing Thai Hmong today in relation to education is to find a way to continue to change but to maintain identity as Hmong. There is need to foster identity as a wider group of "Hmong" that includes Hmong from around the world. The traditional forces of reputation, identity, and following the example of others can be allowed to work as it always has. To do this means learning to trust others, to share ideas and strength, and to maintain a common language that allows communication across international boundaries.