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The Educational Achievement of the St. Paul Hmong
Author(s) -
Miles McNall Doctoral Candidate,
Associate Professor Timothy Dunnigan,
Jeylan T. MortimerProfessor Director
Publication year - 1994
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1994.25.1.05x0965c
Subject(s) - immigration , sociology , academic achievement , context (archaeology) , educational anthropology , cultural background , population , psychology , developmental psychology , gender studies , research methodology , social science , educational research , demography , pedagogy , geography , archaeology
A longitudinal survey study of St. Paul high school students shows that Hmong compare favorably with the general population in social adjustment and academic achievement. Questionnaire responses of parents indicate a strong Hmong emphasis on educating children as a way of improving the status of the entire family. When interpreted in the context of recent Hmong history, the survey data support a “cultural model” proposed by Gibson and Ogbu to explain why immigrants generally perform well in school (1991). Modifications of cultural model characteristics are suggested to fit the Hmong case.