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TELLING THE “OTHER” STORY BEYOND THE “MODEL MINORITY” AND “JUVENILE DELINQUENT”: HMONG AMERICAN STUDENTS’ EXPERIENCES IN SECONDARY EDUCATION

Author

Chanthou Thoeun, University of the PacificFollow

Date of Award

2016

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Thomas Nelson

First Committee Member

Harriet Arnold

Second Committee Member

Linda Skrla

Abstract

Although Hmong students are among the lowest demographic to enter college, the “model minority” myth continues to mischaracterize the unwavering success of Asian Americans across all educational levels. Furthermore, the “model minority” myth continues to uphold master narratives that silence the voices of Hmong American students whose educational experiences deviate quite drastically from their East Asian counterparts due to traumatic social-political contexts that continue to exert influence on their migration in the United States. Utilizing AsianCrit as a lens, the purpose of this narrative study was to explore Hmong American students’ perceptions of how race impacts their secondary educational experiences. The study suggests that race, gender, gangs, language work in complex ways to shape how Hmong American students perceive race in education and their choices within educational settings at the secondary level as they transition to post-secondary education. In addition, the study identifies three additional themes that gesture toward the manner in which Hmong American students make sense of their racial and cultural identity in the space of education.

Recommended Citation

Thoeun, Chanthou. (2016). TELLING THE “OTHER” STORY BEYOND THE “MODEL MINORITY” AND “JUVENILE DELINQUENT”: HMONG AMERICAN STUDENTS’ EXPERIENCES IN SECONDARY EDUCATION. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2962