Term
Spring 2017
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Bill Lindquist
Secondary Advisor/Reader One
Joyce Bell
Peer-Reviewer/Reader Two
Geng Lee
Abstract
Classrooms today are an incredibly diverse portrait of the emerging ethnicities that occupy the United States. Teachers are challenged with adapting these newly emerging communities of students. Understanding new cultures that occupy classrooms give teachers the opportunity to see students through a lens that allows them to access how to better serve their students. The research question in this study was, what is the Hmong experience in school? The motivating factor in this capstone was that while there is vast research for many minority populations and schools in the United States, there is little research for the Hmong population. This study looked specifically at experiences of Hmong families of a third grade classroom. The author surveyed the families of a third grade classroom from a K-8 Hmong-focused charter school and found that the while the individual perspective of every family varied greatly, there was a distinct connection with the importance of the Hmong culture in their child’s education.
Research Methodology
Survey (attitude scale, opinion, questionnaire)
Keywords
Cultural Focus
Recommended Citation
Buckless, Jessica, "The Hmong Experience In School" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4277.
https://digitalcommons.hamline.edu/hse_all/4277