Kawm Ntawv Qib Siab Understanding the psychosociocultural educational experiences of Hmong American undergraduates

Abstract

Using a psychosociocultural framework, this study examined the educational experiences of 85 Hmong American undergraduates attending a predominantly-White university. Differences in class standing indicated that upper-division students reported higher confidence in college-related tasks than their lower-division counterparts, yet the upperdivision students perceived a less-welcoming university environment that was incongruent with their cultural values than the lower-division undergraduates. Peer support, college self-efficacy and cultural congruity were salient variables in understanding Hmong American undergraduate’s educational experiences. The study’s limitations, future research directions, and implications for college administrators and faculty are discussed.