Date of Conferral

1-9-2026

Date of Award

January 2026

Degree

Ph.D.

School

Social Work

Advisor

Jeanna Jacobsen

Abstract

The purpose of this qualitative research was to explore how self-identified Hmong college students aged 18–24 perceived their culture’s influence on their academic experiences. The study examined the relationships shaping individual identity and their effects on academic pursuits. A basic qualitative inquiry approach was used to interview ten Hmong undergraduate students enrolled in colleges across the United States. Semi-structured interviews facilitated data collection guided by the ecological systems theory, while thematic analysis and inductive coding were employed to identify patterns and develop themes from the data. The themes identified in the study were family as the central influence, negotiating conflicting expectations, education as a dual obligation, gendered cultural norms, and historical and generational legacy. Findings revealed that support, encouragement, and open-mindedness from family, peers, and the community play significant roles in motivating Hmong students to pursue higher education. Additionally, traditional gender expectations within Hmong culture were identified as barriers to academic success, emphasizing the need for cultural shifts to enhance educational experiences. These insights highlight the importance of developing tailored support systems to address the unique challenges faced by Hmong students. The study aims to contribute to positive social change by informing social workers, educators, administrators, and other stakeholders about cultural barriers to academic success, fostering improved resources and support for Hmong college students.

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