Journal of Southeast American Education and Advancement Articles

Title: HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2022.  Additional Source Information: Volume 17, Issue 1. Pagination: 23 pages. Format: PDF File.

Abstract: This paper describes the interrelated conceptual activities that took a Psychosociocultural (PSC) approach to direct best practices, interactions, and processes to implement HMong Parent Days effectively. The purpose of HMong Parent Day/ Hnub Txhawb Nqa Niam Txiv, a culturally-centered community-focused intervention, was to bring HMong parents onto a midwestern predominantly White university campus for a day of college knowledge. The day honored HMong parents' support of their children into and through higher education via the cultural value of rau siab (hard work). Three levels of learning that emergent as new knowledge for HMong parents were highlighted and discussed relative to the PSC approach. Implications for scholars and university personnel were provided. The benefits of a culturally-centered community-focused intervention were discussed.

Title: Hmong American Charter Schools: An Exploratory and Descriptive Study.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2021.  Additional Source Information: Volume 16, Issue 1. Pagination: 44 pages. Format: PDF File.

Abstract: In this exploratory and descriptive study, I explored, analyzed, and described data provided by existing seven Hmong American charter schools. I aggregated my findings into these categories: communities and history; mission, vision, and/or core/value/future/belief statements; governance structure; curriculum; calendar; student support services; co-curricular activities; student information; staff information; student achievement; parental resources and involvement; communications; budgets/school finance; student enrollment; transportation; and other notable(s). For each category, I summarized the data explored and described, and for most of the categories, I provided supporting details to add depth.

Title:  Because I am a Daughter: A Hmong Woman’s Educational Journey, Author: Kaozong Mouavangsou.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2018.  Additional Source Information: Volume 13, Issue 1. Pagination: 16 pages. Format: PDF File.

Abstract: This paper is a critical reflection on the author’s educational experience as a Hmong woman. The author draws on feminist theories, and intertwines the Hmong culture and US education. The paper begins with an introduction about the author’s US-centric perspectives she had about her Hmong community. Her narrative focuses on how these perspectives influenced her interpretations of the events that took place surrounding her decision to attend college away from home. To unpack this experience, the author focused on a need to understand Hmong culture and gendered ideologies by deconstructing her then-western-perspective of why her relatives discouraged her. Through this process, she discusses the complex influences of education and culture. Although her experience is only one of many, it demonstrates how much her education influenced her negotiation between the Hmong and American world. Overall, her personal narrative sheds light on the educational experiences of women who choose to pursue a higher education away from home. In addition to discussing the more general issues of pursuing opportunities in education, her narrative also documents the complex negotiations that many women of color face.

Title:  Book Review: Mai N. Moua (2017). The Bride Price: A Hmong Wedding Story. Minnesota Historical Society Press. 240 pp. ISBN: 978-1681340364. Author: Kong Pheng Pha.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2018.  Additional Source Information: Volume 13, Issue 1. Pagination: 8 pages. Format: PDF File.

Abstract: Book reviewed by Kong Pheng Pha: Mai N. Moua (2017). The Bride Price: A Hmong Wedding Story. Minnesota Historical Society Press.

Title: Txoj Kev Ntshiab: Hmong American undergraduates’ perceptions of intellectual phoniness and psychosociocultural persistence decisions. Authors: Sengkhammee, Jenjee T.; Her, Pa; Gloria, Alberta M.; Lin, Mariko M.; Thao, Betty Jo; Cabinte, Desiree; and Aroonsavath, Linda.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2017.  Additional Source Information: Volume 12, Issue 1. Pagination: 24 pages. Format: PDF File.

Abstract: Examining the educational experiences of 103 Hmong American undergraduates, gender and class standing differences emerged using a psychosociocultural approach. Females reported increased perceptions of family and friend support and greater cultural congruity in the university environment than males. Lower-division students indicated greater perceptions of social support from family, greater cultural congruity, and lower self-esteem than upper-division students. Feelings of phoniness emerged as the most significant negative predictor of academic persistence decisions. Implications, limitations, and future research are discussed.

Title: Educational Careers of Hmong American Students. Authors: Pao Lor and Ray Hutchinson.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2017.  Additional Source Information: Volume 12, Issue 1. Pagination: 27 pages. Format: PDF File.

Abstract: Hmong American college students are an underrepresented and understudied college student population. The Hmong are often described as a preliterate, semi-nomadic, and agrarian ethnic hill tribe from Southeast Asia that have had little contact with formal education before coming to the United States some four decades ago. In this descriptive and exploratory study, we analyze the demographic characteristics and educational achievement of one hundred ninetyfour (n=194) Hmong students who were admitted to and attended a four-year state university in the Midwest from 2002–2010. We summarize their demographic data and academic achievement, and we compare their academic achievement to that of their college peers. We also examine correlations between their high school academic achievement and their college academic progress, and we report on their post-secondary outcomes.

Title: Gender, Culture, and the Educational Choices of Second Generation Hmong American Girls. Author: Bao Lo.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN, TX. Year: 2017.  Additional Source Information: Volume 12, Issue 1. Pagination: 23 pages. Format: PDF File.

Abstract: Research on the educational achievement of racialized minorities and immigrants have largely discussed culture as either a deficit or an advantage for academic success. This paper explores gender differences in educational achievement and how the educational choices of second-generation Hmong American girls are impacted by racially constructed gender norms. In response to hegemonic and subordinated femininities, second-generation Hmong American girls pursue education to enter mainstream America and reject Asian ethnic culture and femininity. Gender equality is normalized and equated with White femininity and American mainstream culture while Asian femininity and ethnic culture is constructed and subordinated as “other”. This research complicates the salience of culture in scholarship on minority student achievement and considers how the educational choices of second-generation Hmong American girls draw ideologically on a racial discourse that reinforces white dominance.

Title: The Model Minority Maze: Hmong Americans Working Within and Around Racial Discourses. Authors: Stacy Lee, et al.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN. Year: 2017.  Additional Source Information: Volume 12, Number 2. Pagination: 21 pages. Format: PDF File 

Abstract: Whether framed as model minorities or used as evidence that the model minority is a myth, Hmong Americans and other Southeast Asians are constrained by the model minority stereotype. As a disciplinary tool, the model minority stereotype controls Asian American experiences and identities. This paper explores the complex and diverse ways that Hmong Americans in a community in Wisconsin are making sense of and responding to the model minority stereotype and the racial positioning of the Hmong American community. Our paper will illustrate the persistent power of the model minority stereotype to frame Asian American experiences, identities and actions.

Title: (Mis)Labeled: The Challenge of Academic Capital Formation for Hmong American High School Students in an Urban Setting. Authors: Anna Chiang et al.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN. Year: 2015.  Additional Source Information: Volume 10, Number 1. Pagination: 36 pages. Format: PDF File 

Abstract: The Model Minority Myth for Asians as a group disguises the challenges facing Hmong and other underrepresented Southeast Asian groups. Using the theoretical framework of Academic Capital Formation (ACF), this qualitative study examines the implications of the Model Minority Myth by focusing on the experiences and educational challenges of Hmong American high school students in an urban setting in the Midwest. Results from this study alludes to a bimodal pattern of achievement amongst the Asian American Pacific Islander community, emphasizing the importance of increasing visibility for underrepresented Southeast Asians, such as Hmong Americans, with regards to access to higher education.

Title: Kawm Ntawv Qib Siab: Understanding the psychosociocultural educational experiences of Hmong American undergraduates. Authors: Mariko M. Lin et al.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: Lafayette, IN. Year: 2015.  Additional Source Information: Volume 10, Number 1. Pagination: 24 pages. Format: PDF File 

Abstract: Using a psychosociocultural framework, this study examined the educational experiences of 85 Hmong American undergraduates attending a predominantly-White university. Differences in class standing indicated that upper-division students reported higher confidence in college-related tasks than their lower-division counterparts, yet the upper-division students perceived a less-welcoming university environment that was incongruent with their cultural values than the lower-division undergraduates. Peer support, college self-efficacy and cultural congruity were salient variables in understanding Hmong American undergraduate’s educational experiences. The study’s limitations, future research directions, and implications for college administrators and faculty are discussed.

Title:  Book Review: Diversity in Diaspora: Hmong Americans in the Twenty-First Century by Mark Pfeifer, Monica Chiu and Kou Yang.  Author: Ma Vang.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2013.  Additional Source Information: Volume 8, Number 1. Pagination: 6 pages. Format: PDF File 

Abstract: Book review of Diversity in Diaspora: Hmong Americans in the Twenty-First Century, an anthology of articles pertaining to Hmong Americans.

Title: Navigating Multiple Worlds: A Qualitative Study of the Lived Experiences of Hmong Women Leaders.  Authors: Lena Moua and Jim Riggs.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2012.  Additional Source Information: Volume 7, Number 1. Pagination: 26 pages. Format: PDF File 

Abstract: This article presents the findings from a narrative study that examined the leadership development and pathways of nine prominent Hmong American women leaders from Minnesota and California. Each of these women was able to break through the cultural and gender glass ceiling to become positional and influential leaders in mainstream American society. The study focused on the factors that contributed to the participants leadership development; strategies used in attaining and maintaining leadership roles; and barriers each participant encountered on her path to becoming a leader. Important findings included the impact of poverty, the prominent role of education, inner strength the women possessed, importance of networking and support systems, and strong role models. Other factors included familial responsibilities, gender disparities, racism and ageism. The conceptual frameworks of Belenky, Clinchy, Goldberger and Tarule (1986), and Alon and Higgins (2005), were utilized to guide the analysis and presentation of each participants life journey, and show the intersections between culture and feminist epistemology. The narrative case study approach included in-depth interviews, collective story mapping and re-narration techniques to explore the lives of these women leaders. One overarching goal of the study and this article is to create a greater understanding of complex issues and impediments associated with leadership development, with the hope of beginning a dialog that will help facilitate policy changes regarding developing and supporting minority women in leadership roles.

Title: Book Review: The Latehomecomer by Kao Kalia Yang.  Author: Sarah Hansen.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2010.  Additional Source Information: Volume 5, Number 1. Pagination: 8 pages. Format: PDF File 
Abstract: Book review of The Latehomecomer.

Title: Looking Gran Torino in the Eye: A Review.  Author: Ly Chong Thong Jalao.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2010.  Additional Source Information: Volume 5, Number 1. Pagination: 6 pages. Format: PDF File 
Abstract: Film review of the Clint Eastwood movie, Gran Torino.

Title: Do I Look Up or Do I Look Down? Reflections of a Hmong American English Learner and Educator.  Author: Kay Vang.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2009.  Additional Source Information: Volume 4, Number 1. Pagination: 9 pages. Format: PDF File 

Abstract: Drawing from my own schooling experiences as an English learner, I share my views and beliefs in relation to the deficit model, assimilation model, and caring model. I especially focus on experiences of English learners, as they are the fastest growing subgroup in the nation. I further share and discuss challenges that some EL students may experience at school along with some teacher perceptions and attitudes.

Title: Supporting Hmong Newcomers Academic and Social Transition to Elementary School.  Authors: Martha Bigelow, Letitia Basford, Esther Smidt. Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2008.  Additional Source Information: Volume 3, Number 1. Pagination: 22 pages. Format: PDF File 

Abstract: When elementary aged Hmong children were resettled in St. Paul Public Schools after the closing of the Wat Tham Krabok refugee camp in Thailand, their families largely enrolled them in either a Transitional Language Center or a Language Academy program. This study reports on the perceptions teachers and educational assistants had about how well these programs met the needs of this unique population of newcomers. Findings show that the Transitional Language Centers were better able to ease the adjustment to school for the Hmong newcomers because of the safe, bilingual environment they created.

Title: Are We There Yet? Examining the Principals Role in the Integration of Hmong Refugee Children into Elementary Schools.  Author: Kyla Wahlstrom.  Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2008.  Additional Source Information: Volume 3, Number 1. Pagination: 19 pages. Format: PDF File 

Abstract: This paper examines the efforts of four elementary principals to create a welcoming and integrated culture for newly arrived Wat Tham Krabok refugee Hmong children. It reveals the accommodations and challenges made by the schools. It demonstrates that the effectiveness of a specialized program for newcomer refugee children necessitates careful planning and the involvement of staff members and school leaders.

Title: The Affective Consequences of Cultural Capital: Feelings of Powerlessness, Gratitude, and Faith among Hmong Refugee Parents.  Author: Bic Ngo. Source: Journal of Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2008.  Additional Source Information: Volume 3, Number 1. Pagination: 16 pages. Format: PDF File 

Abstract: In education research, the analysis of the role of cultural capital has focused primarily on its role in parent involvement. Little attention has been paid to how cultural capital affects the attitudes or feelings of parents about their worth and roles as parents. In this article I examine the impact of the exclusionary characteristic of cultural capital on refugee Hmong parents from Wat Tham Krabok. I highlight themes of uncertainty, powerlessness, gratitude and faith that parents repeatedly raised when speaking about their childrens education. I suggest that paying attention to the affective emotiona lconsequences of cultural capital is critical for understanding the outlook of refugee Hmong parents on their childrens education.

Title: Cambodian, Hmong, Lao and Vietnamese Americans in the 2005 American Survey.  Author: Mark E. Pfeifer.  Source: Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2008.  Additional Source Information: Volume 3, Number 1. Pagination: 21 pages. Format: PDF File

Abstract: The figures included in this short article are from the 2005 American Community Survey (ACS) released by the U.S. Census Bureau in late 2006. The 2005 ACS data set involves estimates based on surveys distributed to only a subset of the U.S. population and is thus problematic in some respects. This concise article is intended to provide basic 2005 demographic, educational and socioeconomic data related to Cambodian, Hmong, Lao and Vietnamese in the United States. It is not intended as a comprehensive explanatory research paper of factors underlying contemporary demographic, educational, and socioeconomic trends in these four ethnic communities. These topics should ideally be the focus of additional quantitative and qualitative research. Most of the figures used in this article are from the “Cambodian alone or in any combination,” “Hmong alone or in any combination,” “Lao alone or in any combination,” and “Vietnamese alone or in any combination population” profiles including in the 2005 ACS.

Title: Hmong Parents Critical Reflections on Their Childrens Heritage Language Maintenance.  Author: Terry Yang.  Source: Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2008.  Additional Source Information: Volume 3, Number 1. Pagination: 18 pages. Format: PDF File

Abstract: This study utilizes a qualitative method to explore the critical reflections of Hmong parents helping their children maintain their native language. Specifically, it examines parents thoughts, feelings and experiences related to Hmong language maintenance. Findings reveal that Hmong parents worry about their children losing their ability to speak their native language. They believe that maintaining the Hmong language provides advantages in achieving academic success, attaining careers, and continuing to serve as role models in the community. Parents stressed the need to use Hmong at home in order to help their children develop and maintain the language. They reported some successes in doing so, while acknowledging several challenges.

Title: Book Review: Up Against Whiteness: Race, School, and Immigrant Youth.  Author: Chang Pu.  Source: Southeast Asian American Education and Advancement. Publisher Location: San Antonio, TX. Year: 2007.  Additional Source Information: Volume 2, Number 1. Pagination: 7 pages. Format: PDF File


Abstract: Book review of Up Against Whiteness by Stacey Lee.