5.2.2020
ASA2 A001
According
to “Hmong Does Not Mean Free: The Miseducation of and by Hmong Americans” by Kaozong
N. Mouavangsou, the author discusses both her own experiences as a Hmong person
in the American education system and conducts interviews to gather more data
from the Hmong American community educated in the United States. There is miseducation
of the Hmong community because of the gender stereotypes and a lack of Hmong
representation in American textbooks and curricula. Mong examines the struggles
of Hmong women in graduate studies rather than in holistic American education,
and specifically focuses on the phenomena of the model minority myth and
consequential imposter syndrome.
They
point out the miseducation of the younger generation could impact the future of
a community. Also, internalizing negative stereotypes could cause disconnect
with one’s culture, and for a culture to survive, the young generation has to
be willing to correct it. It’s important to understand Hmong culture to make education culturally relevant. Immigrant and second-generation Americans experience our educational system differently than other students. To create curricula that truly address the needs of all our students, we have to study the intersections of immigrant culture, race, class and gender in education. By integrating cultural knowledge into the classroom, we can create a collaborative curriculum that helps immigrant and second-generation students achieve and connect to their own heritage.
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