The Minority Among Minorities: Success Factors Surrounding Hmong College Students

1. The Minority Among Minorities: Success Factors Surrounding Hmong College Students Dr. Donna Talbot, Peter K.X. Xiong, and Jason Atherton

2. Introduction • Dr. Donna Talbot • Peter K.X. Xiong • Jason Atherton

3. Presentation Outcomes • An understanding who Hmong college students are and how they differ from other Asian American ethnicities. • An understanding of current barriers that Hmong college students face. • An understanding of strategies that affect Hmong college student success. • An understanding of the implication of this study and further studies on Hmong American college students.

4. How We Got Started • EDLD 6890: Asian Americans and Pacific Islanders in Higher Education at Western Michigan University. • Underrepresented and underserved population: Lack of Hmong research in higher education. • Xiong, S., & Lee, S. E. (2011). Hmong students in higher education and academic support programs article sparked interest and foundation.

5. Who Are Hmong Americans? • Considered to be the aboriginals of China and settled around 3000 B.C. • Emigrated south to the regions of Southeast Asia (Vietnam, Laos, Burma, and Thailand). • Allies to the U.S. during the Vietnam War: Aided the CIA in Secret War in Laos • Three waves of immigration to U.S. • First: 1975-1984 • Second: 1985-1999 • Third:2003-present

6. Who Are Hmong Americans? (cont.) • US Census data: • 1990 - 94,439 • 2000 - 186,310 • 2010 - 260,073 • CA, MN, and WI consisted of 87% of total Hmong American students enrolled in school in 2010 (Xiong, 2012). • Enrollment patterns in higher education: Public-95% vs Private-5%

7. Cultural Challenges • Hmong American students receive little to no help with their academics (Pfeifer, 2005; Xiong and Lee, 2011). • Hmong parents are often non-English speakers; this fact poses a language barrier (Pfeifer, 2005). • Hmong American students may often experience a sense of cultural dissonance in their social identities (Cheryan & Tsai, 2007).

8. The Model Minority Stereotype • Homogenizes the Asian American population, masking the diversity within Asian American communities due to social class, religion, language, ethnicity, migratory status, length of residence, and education. • General image of what Americans perceive of Asian Americans as a group. • The Model Minority creates a false impression that Hmong Americans students are the stereotype high academic achieving students who are well off.

9. Current Status of Hmong in Education • Hmong Americans with a H.S. diploma or equivalent 27.2% compared to U.S. population 49.7% (Pfeifer, 2005). • Hmong Americans with an associate or bachelor’s degree 11.7% and 1.5% with graduate degrees, compared to U.S. population 21.9% and 8.9% (Yang & Pfeifer, 2004). • Similar to other Southeast Asian populations, 18.5% Hmong families live in poverty (Lee, 2007). • Hmong college students have reported being underprepared for college (Xiong &Lee, 2011).

10. Research Questions • What challenges do Hmong college students face in obtaining a Higher Education degree? • How welcome do Hmong college students feel on their campus? • What do Hmong college students report as helping them to be successful?

11. Demographics of Study • Criteria for being included in the study: • (1) of Hmong descent; • (2) attending a public 4-year institution; • (3) located in Minnesota, Wisconsin or California; • (4) between ages 18-23 years old • Total number of student respondents= 178 • Total number of students in clean data= 127 • Number of males=37 (29%); number of females= 90 (71%)

12. Demographics of Study (cont.) States in which students attended higher education California36% Wisconsin 41% Minnesota 23%

13. Demographics continued… • Year in school: • Freshman (17.6%) • Sophomores (20.8%) • Juniors (28.8%) • Seniors (32.8%) • 39% indicated they were affiliated with any religious/spiritual student organization • 29% said they were the first in family to pursue a college degree

14. Demographics continued… • Generation Identity: • First Generation: 8.7% • 1.5 Generation: 17.3% • Second Generation: 73.2% • Third Generation: 0.8% • 80% of student participants were born in the U.S.

15. Parent’s level of education

16. College choice and experiences • Why did you decide to attend college? • 47.6% indicated it was a personal goal • 13.7% indicated pressure from parents/family • 16.1% said career goals • Hours worked per week: • 30.6% worked 11-20 hours • 32.3% did not work

17. GPA and Study Habits…

18. GPA and Study Habits…

19. Description of campus experiences • Over 62% of participants felt safe on campus • Over 61% of students felt neutral about or agreed that they felt welcome in the residence halls • 41.8% of students report using an academic support program

20. Challenges in Higher Education • More than 50% of participants reported the following as challenges: • Lack of money • Study habits/skills • Time management • Lack of time to study • Motivation • Lack of direction for career goals • Responsibilities at home

21. My college campus is well represented by Asian American… • …students (over 50% agreed or strongly agreed) • …staff/administrators (44% disagreed or strongly disagreed; 29.6% were neutral) • …faculty (34.8% disagreed or strongly disagreed; 36.5% were neutral)

22. Qualitative Results Themes from data: • What challenges do you face: • Financial hardships • Family obligation • Lack of preparation • Disconnect from Hmong community • Lack of Hmong role models

23. Qualitative Results (cont.) • What are some ways you receive support: • Family (parents and siblings) • Hmong friends/community • Inspiration from parents and elders history of immigration • Academic success programs • Religion/Spirtual

24. Discussion • What are you seeing as the experiences of Hmong college students on your campus? • What type of success programs or initiatives do you have that directly involve Hmong college students?

25. Our recommendations based on findings • Need to have a student organization to identify with (Hmong, Southeast Asian, or Asian) • Hmong education and cultural awareness (Hmong excluded in American history) • Institutions and community outreach to educate Hmong parents regarding college due to language barrier (admissions, financial aid, etc.) • Financial barriers need to be addressed with scholarships and education

26. Limitations of the study • Did not include 2-year institutions and 4-year private institutions • Focused only on traditional aged students (18-24 years) • Focused on only three states: CA, MN, & WI • Uneven distribution among the three states • Mostly female participates • Used student organizations as a way to contact students • Only five articles can be found with a focus on Hmong college students from 1996 to 2010(Xiong & Lam, 2013)

27. Future Research • Explore 2-year institutions and 4-year private institutions • Out-of-state vs. In-state • Focus on other states (e.g. North Carolina) • Include both involved and uninvolved students • Identify transfer students • Graduate students • Qualitative studies

28. Thank you • Questions, Comments, Feedback • Dr. Donna Talbot (donna.talbot@wmich.edu) • Peter K.X. Xiong (peterkxxiong@gmail.com) • *Email Peter for more information or copy of the PowerPoint • Jason Atherton (jatherto@fiu.edu)

29. References Chou, R. S., & Feagin, J. R. (2008). The myth of the model minority: Asian Americans facing racism. Boulder, CO: Paradigm Publishers. Cheryan, S., & Tsai, J. L. (2007). Ethnic identity. In F.T. L. Leong, A. G. Inman, A. Ebreo, L. H. Her, V. K., & Buley-Meissner, M. L. (2006). Why would we want these students here?: Barriers to building to campus community partnerships. Hmong Studies Journal, 7, 1-43. Huffcutt, M. (2010). American Hmong Youth and College Readiness: Integrating Culture and Educational Success (Master's thesis). Retrieved from www2.uwstout.edu/content/lib/thesis/2010/2010huffcuttm.pdf

30. References Pascarella, E., & Terenzini, P. (1998). Studying college students in the 21st century: Meeting new challenges. Review of Higher Education, 21(2), 151-165. Xiong, S., & Lee, S. E. (2011). Hmong students in higher education and academic support programs. Hmong Studies Journal, 12, 1-20. Yang, K. (2001). Becoming American: The Hmong American experience. Ethnic Studies Yang, L. Kinoshita, & M. Fu (Eds.), Handbook of Asian American Psychology, 2nd ed., pp.125-139. Thousand Oaks, CA: SAGE publication.

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