Kawm Ntawv Qib Siab Understanding the psychosociocultural educational experiences of Hmong American undergraduates

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 upperdivision 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.

Txoj Kev Ntshiab: Hmong American undergraduates’ perceptions of intellectual phoniness and psychosociocultural persistence decisions

“…For example, students' abilities to complete school tasks has been associated with academic nonpersistence decisions for Asian American (Gloria & Ho, 2003) and Hmong American undergraduates (Lin et al, 2015). In particular, upper-division students reported higher confidence in their ability to complete college tasks than their lower-division peers (Lin et al, 2015). The authors noted that increased time in the university setting (based on class standing) added to increased academic efficacy.…”

“…Variables within each dimension vary based on the study population; however the dimensions are needed to gain a holistically-and culturally-based assessment of students' processes (Castellanos & Gloria, 2007;Gloria & Rodriguez, 2000). Empirically-validated with Asian American (Gloria & Ho, 2003) and Hmong American undergraduates (Lin, Her, & Gloria, 2015), the model provides the contextual lens to understand students' persistence processes. Given that theoretically-driven quantitatively-focused research on Hmong Americans in higher education is sparse, literature is included on Asian Americans and Southeast Asian American undergraduates.…”

“…As students' overall sense of self significantly predicts academic nonpersistence decisions (Solberg, O'Brien, Villarreal, Kennel, & Davis, 1993), understanding one's sense of self-confidence and self-competence is warranted. For example, students' abilities to complete school tasks has been associated with academic nonpersistence decisions for Asian American (Gloria & Ho, 2003) and Hmong American undergraduates (Lin et al, 2015). In particular, upper-division students reported higher confidence in their ability to complete college tasks than their lower-division peers (Lin et al, 2015).…”

“…The concept of intellectual phoniness has historically been examined for high-achieving women who did not experience internal success despite praise and support, as they often feared they would be discovered for being "intellectual impostors" (Clance & Imes, 1978). For Hmong American undergraduates, Lin et al (2015) reported that feelings of phoniness was the strongest negative predictor of nonpersistence decisions, which was also associated with a decreased perception of social support from friends.…”

“…As a rapidly growing young population, Hmong communities value and have the motivation to achieve educationally (Hutchinson, 1997;Ngo, 2013;Swartz, Lee & Mortimer, 2003). Yet, as Hmong American students enter into higher education (Lee, 1997;Lor, 2008;Xiong & Lam, 2013;Xiong & Lee, 2011;Lin, Her, & Gloria, 2015;Vue, 2013) little is known about their psychological, social, or cultural persistence processes, despite the educational disparities and their imminent presence within the educational system (U.S. Census, 2013). How self-perceptions, social supports, and cultural processes influence their decisions to persist academically is thus the study's focus.…”