In the United States, Hmong Americans rank low in academic performance and are among the poorest ethnic groups (Lor, 2017; Ngo & Lee, 2007; S. Xiong & Lam, 2013; C. Y. Vang, 2012). The lack of success in education has contributed to their underrepresentation in graduate school (Budiman, 2021; Ngo & Lee, 2007; S. Xiong & Lam, 2013).…

This qualitative research utilized the descriptive case study approach to examine the lived experiences of twelve 1.5- or 2.0-generation Hmong American women who occupy leadership positions in public schools (K-12) and colleges (community colleges, state colleges, and universities) in California. It delved into their gendered, racial,…

This study draws on racial formation theory and theories of racialized masculinities to situate how two early-career male teachers of color from refugee backgrounds (Hmong and Somali) have made sense of conflicting gendered and racialized expectations in predominantly white and feminized professional spaces. Issues of intersectionality, power, and…

In this community-based participatory research article the authors bring attention to the Hmong Archives, a community asset in Saint Paul, Minnesota. The authors describe the Hmong Archives and how it has been used by K-12 teachers and college professors in a culturally sustaining manner. The authors argue that by focusing on the Hmong population,…

Scholars who study Southeast Asian American (SEAA) communities are in consensus that this group's realities diverge from their Asian American and Pacific Islander (AAPI) counterparts. In fact, nearly four decades after large-scale immigration as political refugees from Southeast Asia (SEA), this population composed of Cambodians, Hmong, Laotians,…

This study reviews empirical data from the U.S. Census, American Community Survey (ACS) and academic journals to explore K-12 and higher educational outcomes pertaining to Southeast Asian American (SEAA) males. We argue that the empirical dismissal of SEAA males in social science research reinforces a longstanding agenda of structural neglect and…

In the United States, English is not the official language but the dominant one. But for many students, the dominance of English instruction has come at the expense of losing their first language. For much of our history of schooling in the United States, students have been forced to leave their heritage or home languages at the door when they…

The purpose of the authors in this qualitative research is to explore cultural connections and disconnections between non-Hmong principals and Hmong parents. The results show that cultural disconnections occur because of the lack of culturally sensitive professional development for teachers and principals, and the lack of understanding of Hmong…

There have been many areas researched relating to minority teachers and their teaching experience. For example, minority teacher recruitment, the status of minority teachers, the impact minority teachers have on student achievement, and how standardized testing impacts pre-service minority teacher retention and attrition have been studied.…

This article presents the language policy and sociolinguistic realities of Hmong people in Lao Cai province, Vietnam. Minority children, who have their own mother tongue, are educated in Vietnamese, a language that few understand. In response to this situation, the Ministry of Education and Training of Vietnam in collaboration with UNICEF,…

Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology…

Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based,…

Today's classroom is a rainbow of cultures, traditions, and languages. In Hmong culture, parents think of a teacher as an authority figure who understands student needs, knows what would help students learn to excel academically, and understands how to teach students to become productive individuals. In this article, the author presents some…

It is well-established that the effects of poverty are devastating for children in school. More generally, scholars have documented that low "socio-economic status" (SES), whether measured by family income, parent education, or parent occupation, is usually the most powerful predictor of achievement and test score performance, sometimes swamping…

The Hmong are the second largest tribal group in Thailand. Hmong society is stratified by both age and gender. Women were considered inferior to men in Hmong traditional society. There was a strong bias against education for Hmong women in the past. Hmong women's access to education has improved with recent developments in the socio-economy and…