In “Hmong Does Not Mean Free: The Miseducation of and by Hmong Americans,” Mouavangsou details how the education system misguides young Hmong Americans during their formative years, shaping them into individuals who find fault in their own cultures and themselves for their lack of success-- rather than the oppressive institution itself. The youth were encouraged to blame their own culture, and they would need to assimilate to achieve in this country, forsaking this crucial aspect of their identities to embrace ideals from the dominant, “superior” culture.
I remember feeling shame about my own culture, trying to blend in with the majority. But as a member of a minority group, it’s unthinkable. In one of our lectures, Professor Valverde mentioned that it’s easy to downgrade but near impossible to move up in status. We are conditioned to adopt this imposter complex, believing ourselves unworthy of our own achievements. This education system fosters this toxic line of thinking, turning us against ourselves, against each other.
Question: the author specifically references high school when discussing her drive for excelling in education as the introduction into the adult world, where her success would prove vital in furthering herself and decreasing the gender gap between her and her brothers. However, do you think it’s possible that this mindset (cultivated by the dominant culture to push for assimilation) is encouraged early on, especially with the growing systematization and standardization in elementary schools?
Image Source: https://www.wuwm.com/post/hmong-still-struggle-acceptance-wisconsin-communities#stream/0
Source: Kaozong N. Mouavangsou. “Hmong Does Not Mean Free: The Miseducation of and by Hmong Americans”
by Hmong Americans”
Image Source: https://www.wuwm.com/post/hmong-still-struggle-acceptance-wisconsin-communities#stream/0In “Hmong Does Not Mean Free: The Miseducation of and by Hmong Americans,” Mouavangsou details how the education system misguides young Hmong Americans during their formative years, shaping them into individuals who find fault in their own cultures and themselves for their lack of success-- rather than the oppressive institution itself. The youth were encouraged to blame their own culture, and they would need to assimilate to achieve in this country, forsaking this crucial aspect of their identities to embrace ideals from the dominant, “superior” culture.
I remember feeling shame about my own culture, trying to blend in with the majority. But as a member of a minority group, it’s unthinkable. In one of our lectures, Professor Valverde mentioned that it’s easy to downgrade but near impossible to move up in status. We are conditioned to adopt this imposter complex, believing ourselves unworthy of our own achievements. This education system fosters this toxic line of thinking, turning us against ourselves, against each other.
Question: the author specifically references high school when discussing her drive for excelling in education as the introduction into the adult world, where her success would prove vital in furthering herself and decreasing the gender gap between her and her brothers. However, do you think it’s possible that this mindset (cultivated by the dominant culture to push for assimilation) is encouraged early on, especially with the growing systematization and standardization in elementary schools?
Source: Kaozong N. Mouavangsou. “Hmong Does Not Mean Free: The Miseducation of and
by Hmong Americans”
Image Source: https://www.wuwm.com/post/hmong-still-struggle-acceptance-wisconsin-communities#stream/0
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