While the research regarding Hmong-American women as first-generation college students (FGCS) has grown, it emphasizes cultural and individual factors, neglecting institutional and systemic factors that may mediate academic success. Using an ethnographic and phenomenological approach, interviews were conducted with six female Hmong-American FGCS to address the following question: What factors promote and impede success in higher education? Applying grounded theory data analysis method, four categories of themes emerged: complex culture clash, higher education institution experience, supports for success, and changing view of higher education. Future research is recommended regarding the interface and impact of specific aspects of education, as well as a needed focus on male students’ experiences.
|Original language||English (US)|
|Number of pages||18|
|Journal||Journal of Ethnic and Cultural Diversity in Social Work|
|State||Published - Nov 1 2020|
- Hmong-American women
- first-generation college student
- higher education