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首页> 外文学位 >Negotiating race, navigating school: Situating Hmong American university student experiences.
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Negotiating race, navigating school: Situating Hmong American university student experiences.

机译：谈判竞赛，学校导航：介绍苗族美国大学生的经历。

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摘要

This study explores the ways in which interlocking systems of oppression operate within the educational experiences of Hmong American students at a Wisconsin state university (WSU). The research project investigates the ways in which neo-racist discourses of cultural difference have racially constructed Hmong people and Hmong culture as deficient, barbaric, and primitive, and the impact that these neo-racist discourses have on the educational experiences of Hmong American university students. In particular, it examines the ways in which Hmong American students negotiate the normative culture of Whiteness at their university and highlights Hmong American student struggles to create spaces for Hmong American culture, history, and communities within the university. Utilizing a Critical Race Theory lens, this research deconstructs the ways in which popular and academic discourses of cultural difference are seemingly neutral and coded forms of racialization of Hmong people. In order to clarify the nuances of these racialized representations, this research reviews the historical ways in which Hmong and Hmong American peoples have been represented, and places these representations within the context of colonialism and U.S. imperialism in Laos. The study concludes that Hmong American students experience racial hostility within educational institutions in subtle and overt ways. Nevertheless, the study participants remained educationally persistent, due in part to: their understanding of institutional and interpersonal racism; student activism; their concern for youth who would one day enter the same institution; their recognition of the ways in which earlier generations of Hmong people had been denied access to educational opportunity; and their belief that they needed a university degree in order to obtain secure employment.
机译：这项研究探索了在威斯康星州立大学（WSU）的苗族美国学生的教育经历中，压迫的相互联系的系统如何运作。该研究项目调查了文化差异的新种族主义话语如何将苗族和苗族文化构建为缺乏，野蛮和原始的种族，以及这些新种族话语对苗族美国大学生的教育经历的影响。特别是，它研究了苗族美国学生如何在其大学中协商规范的白人文化，并强调了苗族美国学生为在大学内为苗族美国文化，历史和社区创造空间而进行的努力。该研究利用批判种族理论的镜头，解构了关于文化差异的流行和学术话语看似中性和苗族种族化编码形式的方式。为了弄清这些种族代表的细微差别，本研究回顾了代表苗族和苗族美国人民的历史方式，并将这些代表置于老挝的殖民主义和美国帝国主义的背景下。该研究得出的结论是，苗族美国学生在教育机构内以微妙和公开的方式经历了种族敌视。尽管如此，研究参与者仍然在教育上坚持不懈，部分原因是：他们对制度和人际种族主义的理解；学生行动主义；他们对有一天会进入同一所学校的青年的关注；他们认识到苗族的前代人被剥夺了获得教育机会的方式；他们认为他们需要获得大学学位才能获得稳定的就业。

著录项

  • 作者

    DePouw, Christin A.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Education Higher.;Sociology Ethnic and Racial Studies.;Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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