The theme
of this week’s readings is marginalization and miseducation. In Hmong Does Not Mean Free: The Miseducation
of Hmong Americans, Kaozong N. Mouavangsou talked about the miseducation in
US educational institution that non-Hmong individuals are trying to “correct” the
Hmong community’s understanding of their own history, culture and language; Hmong
American students’ thoughts and judgments towards their own culture are
distorted under the US educational system. It is almost preposterous that,
according to Kaozong’s research, both Hmong parents and children implicitly believe
that US education provides them a better life (“financial stability”) while the
education is actually dividing the Hmong community apart.
Manee Moua
discussed both positive and negative effects of model minority stereotype in her
book Navigating Graduate Education as a
First-generation, Hmong American Woman: An Autoethnography. She spoke up
her own experience of being suppressed as a Hmong American under the white-dominated
academia. As a Hmong daughter, it seems that she is supposed to accept everything
readily without complaints whenever she is assigned to do something. As a Hmong
student, she kept taking simple tasks from her advisor, but this seems to be an
impediment for her to deliver her eagerness of working hard and pursuing further
study of Ph.D. The cultural difference leads to the advisor’s misunderstanding,
and precludes Moua from the “good” graduate student list. Though I do not have
similar experiences as Moua, her case definitely alarmed me that how this could
also happen on myself since I am also an Asian student pursuing high education
in the US.
How can Asian
Americans, especially smaller groups like Hmong Americans, break the impregnable
wall of being treated differently?
References:
Moua, M. Navigating Graduate
Education as a First-generation, Hmong American Woman: An Autoethnography.
Hmong Studies Journal, Volume 19 (1): 1-25
Mouavangsou,
K. (2016). Hmong Does Not Mean Free: The Miseducation of Hmong Americans.

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