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 upper-division 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.
Recommended Citation
Lin, Mariko M.; Her, Pa; and Gloria, Alberta M.
(2015)
"Kawm Ntawv Qib Siab Understanding the psychosociocultural educational experiences of Hmong American undergraduates,"
Journal of Southeast Asian American Education and Advancement: Vol. 10
:
Iss.
1,
Article 7.
DOI: 10.7771/2153-8999.1123
Available at:
https://docs.lib.purdue.edu/jsaaea/vol10/iss1/7
