CHAPTER THREE
METHODOLOGY
Introduction Asian students in the United States are categorized by aggregated data as a model minority who have the abilities to attain high educational attainment and achievement without special assistance (Ngo & Lee, 2007). While data has indicated that high education attainment in the United States is associated with higher earnings, researchers have argued that with further examination, aggregating data on Asian often conceals the differences in attainment and achievement among all Asian groups (Crissey, 2009; Ngo & Lee, 2007; Reeves & Bennett, 2004). With disaggregating the data, some Southeast Asian ethnic groups, such as the Hmong have lower educational attainment and achievement rates compared to Chinese and Japanese. The lower rates are due to their recent immigration to the United States (Ngo & Lee, 2007; Reeves & Bennett, 2004). The Hmong face multiple barriers as they were unable to learn and understand English proficiently, were unfamiliar and had difficulty adjusting to the mainstream American culture while trying to keep their tradition Hmong culture, and, living in poverty (Paik …show more content…
The author’s goal for this project was to educate, raise awareness, guide, and address some of the academic barriers, cultural barriers, and financial barriers Hmong K-12 students face in the United States’ school settings. Individuals who are interested in the success of Hmong K-12 students are encouraged to read this project to gain a better understanding of the Hmong families and Hmong students in the United States, and, understand the strategies and factors to promote, support, and improve the educational, acculturation, and socioeconomic success of Hmong
METHODOLOGY
Introduction Asian students in the United States are categorized by aggregated data as a model minority who have the abilities to attain high educational attainment and achievement without special assistance (Ngo & Lee, 2007). While data has indicated that high education attainment in the United States is associated with higher earnings, researchers have argued that with further examination, aggregating data on Asian often conceals the differences in attainment and achievement among all Asian groups (Crissey, 2009; Ngo & Lee, 2007; Reeves & Bennett, 2004). With disaggregating the data, some Southeast Asian ethnic groups, such as the Hmong have lower educational attainment and achievement rates compared to Chinese and Japanese. The lower rates are due to their recent immigration to the United States (Ngo & Lee, 2007; Reeves & Bennett, 2004). The Hmong face multiple barriers as they were unable to learn and understand English proficiently, were unfamiliar and had difficulty adjusting to the mainstream American culture while trying to keep their tradition Hmong culture, and, living in poverty (Paik …show more content…
The author’s goal for this project was to educate, raise awareness, guide, and address some of the academic barriers, cultural barriers, and financial barriers Hmong K-12 students face in the United States’ school settings. Individuals who are interested in the success of Hmong K-12 students are encouraged to read this project to gain a better understanding of the Hmong families and Hmong students in the United States, and, understand the strategies and factors to promote, support, and improve the educational, acculturation, and socioeconomic success of Hmong