The Costs of “Living the Dream” for Hmong Immigrants

The Impact of Subtractive Schooling on Family and Community

Dados Bibliográficos

ID8924581
AutoresBic Ngo (0000-0003-3667-1992, University of Minnesota, autor correspondente)
Ano2016
Volume53
Fascículo5
Páginas450-467
Data de publicação2016-12-14
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEducational Studies (JOURNAL)
Identificadores do periódicoISSN: 0013-1946 • E-ISSN: 1532-6993
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2016.1258361
OpenAlexW2562540667
IdiomaEN
Citações recebidas10
Referências citadas22

In this article, I engage critical discourse analysis of in-depth, semistructured interviews with 4 Hmong community leaders to illumine their perspectives on the role of subtractive schooling in the struggles of Hmong students, parents, and the ethnic community as a whole. I reveal their understanding of the exclusionary practices of school that privilege dominant White culture and contribute to children's Hmong language loss, ignorance about the Hmong refugee experience and sacrifices of parents and elders, and disengagement from family cultural obligations. This study significantly contributes to the current research on subtractive schooling

Disadvantaged · Disengagement theory · Ethnic group · Ignorance · Immigration · Islam · Islamic culture · Political science · Privilege (computing · Refugee · Sociology · Somali · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Gender Studies · Multilingual Education and Policy · Psychology · Gerontology