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…

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…

This is a case study of Lee, a Hmong teacher, who reflects on her own schooling experiences in order to develop a culturally sensitive pedagogy based on empowerment and funds of knowledge. The findings indicate that Lee teaches science effectively using culturally sensitive pedagogy--utilizing Hmong students' and parents' funds of knowledge in…

Studied the relationships of socialization, child rearing, and primary cultural experiences and the impact of the acculturating experiences of living in the United States on the cognitive styles of 150 Laotian Hmong intermediate, middle, and high school students. Findings suggest that traditional socialization at home is being modified by these…