Abstract
Examining the educational experiences of 103 Hmong American undergraduates, gender and class standing differences emerged using a psychosociocultural approach. Females reported increased perceptions of family and friend support and greater cultural congruity in the university environment than males. Lower-division students indicated greater perceptions of social support from family, greater cultural congruity, and lower self-esteem than upper-division students. Feelings of phoniness emerged as the most significant negative predictor of academic persistence decisions. Implications, limitations, and future research are discussed.
Recommended Citation
Sengkhammee, Jenjee T.; Her, Pa; Gloria, Alberta M.; Lin, Mariko M.; Thao, Betty Jo; Cabinte, Desiree; and Aroonsavath, Linda
(2017)
"Txoj Kev Ntshiab: Hmong American undergraduates’ perceptions of intellectual phoniness and psychosociocultural persistence decisions,"
Journal of Southeast Asian American Education and Advancement: Vol. 12
:
Iss.
1,
Article 1.
DOI: 10.7771/2153-8999.1139
Available at:
https://docs.lib.purdue.edu/jsaaea/vol12/iss1/1
