The purpose of study was to explore depression among Hmong refugees and the ways they use their coping skills to deal with stressful life events.

Master's thesis. / Format: PDF. Bibl.

Thesis (doctoral)--University of Tsukuba, 2003. / Title from title screen (viewed March 18, 2009)

Daily journal entries completed by ten first grade bilingual Hmong children were collected and studied. The Hmong children were of interest because their cultural back ound involves the use of oral traditions, and a newly developed written language system. This study investigated the ability of the Hmong children to use the English written language to document their thoughts and feelings through daily journal writing. One hundred journal entries for each of the ten students were considered in this study. Children completed their daily journal independently, and freely selected the topic of their journal. Writing samples were categorized in various stages of writing as described by many child development experts. The stages include: 1) pre-communicative, 2) semiphonetic, 3) phonetic, 4) transitional, and 5) correct stage of writing. Three other stages were added to account for all journal entries. They include: 1) non-writing, 2) copying, and 3) application. The degree to which invented spelling occurred in the journal entries was investigated. Results indicated that the Hmong children were able to document their ideas through writing in English. The Hmong children experienced all of the stages of writing except the correct stage. Although invented spelling was evident in the journal entries, no more than twenty-six percent of the words were invented. Thus, a conclusion of this study is that this sample of Hmong children had the ability and interest in spelling words correctly, either through copying or memorization. Daily journal writing was an activity in which the Hmong children had the opportunity to express themselves freely through written language, and it provided the teacher insights into the English writing development of the first grade Hmong children.

Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better understand students' opinions regarding usefulness and ease-of-use of technology in high school biology courses. Course document data were collected to determine technology integrations in lessons. Participants selected from a public high school in the Midwestern region of the United States included 8 Hmong students and 2 teachers. Data were analyzed within unit analysis and line-by-line coding to construct codes, then through cross unit analysis to develop themes. Results indicate that technologies have a positive impact on Hmong student science learning and aligned to the technology acceptance model. Key findings included positive use of technology, usefulness of technology and ease of use, and evidence of technology integration. The results can be used by teachers to improve support to minority students who learn biology using educational and scientific technology. The use of technology contributes to positive social change to advance Hmong students' acceptance of technology and biology learning, as well as the advancement of education to support all learners.

Since 1975, over 1.3 million Southeast Asian refugees have resettled in the United States from the Southeast Asian nations of Cambodia, Laos, and Vietnam (Office of Refugee Resettlement, 2014). Many Southeast Asian refugees fled their home countries after the Vietnam War to avoid political persecution. As a result of forced migration, Southeast Asian refugees experience high levels of psychological distress attributed to premigration trauma and postmigration. Stressors may include adjusting to a new culture, finding housing, establishing employment, financial hardship, learning a new language and the feeling of identity loss of their homeland. In considering these stressors, this study sought to understand how a lack of access to affordable healthy food may be impacting Southeast Asian refugees’ social, mental, and physical health. Using basic qualitative research, nine structured participant interviews were conducted. Findings suggest one way to alleviate some stress for refugees was to increase access to culturally congruent food. Additionally, increasing economic opportunities and transportation services were identified as critical to improving access to healthy food options. The theoretical framework that guided this study was resilience theory. This framework brought to light the hardship and stress experienced by refugees. I then used it to outline ways that community gardens may build individual resilience to overcome personal hardships through social support structures. The findings highlight the importance of resettling refugees in communities close to families to build individual resilience and the need for refugee resettlement practitioners to continue to offer resettlement support beyond initial arrival to the United States and until economic self-sufficiency is achieved. Additionally, four central themes emerged from individual stories of each participant’s perceptions of how food access impacts their social, mental, and physical health. The four themes were: (1) postmigration traumas create hardships among Hmong refugees, (2) poverty and physical and mental health disabilities impact food access, (3) food cultivation is deeply rooted in the Hmong culture, and (4) gardens build social communities and give hope. The study also uncovered two unexpected findings. The first was the strong cultural belief in natural healing using herbal medicine known as “tshuaj ntsuab Hmoob” or Hmong green medicine, and, secondly, the prevalent cultivation of Hmong herbal medicine plants in the gardens. For practitioners developing housing for resettled refugees, creating green space for refugees to cultivate their traditional green medicine is vital to Hmong refugees’ identity and culture. One way to provide such access would be to incorporate green space into resettlement housing arrangements so refugees may cultivate fruits and vegetables native to their home countries. Creating green spaces for refugees may help to preserve their rich culture and empower refugee communities to practice their cultural beliefs and traditions. Lastly, I conclude the study with a proposal for development of a nonprofit community garden called Garden of Hope. My vision for the Garden of Hope is to address findings of this study through program services, which may increase access to culturally congruent food and promote individual resilience through entrepreneurship. The goal is to teach refugees how to grow and market their organic fruits and vegetables to local restaurants and or sell them at local community farmers markets. Addressing postmigration stressors for Southeast Asian refugees through the Garden of Hope may improve individual economic mobility and uplift improvised communities through entrepreneurship.

This study investigated the perceptions of Hmong youth gang members and professional workers related to the following research questions: How does a Hmong youth become a gang member? Why are Hmong youth involved in gangs? What are the benefits of being in a gang? What are the activities that Hmong youths do in a gang? How does a gang member get out of the gang? An open-ended survey questionnaire was used for the Hmong youth gang members. A standardized open-ended interview approach was used for the professional workers. Twenty-eight youth gang members and ten professional workers participated in this study. The data collected from this study were analyzed using description, classification, and interpretation techniques. The findings show that a Hmong youth can become a gang member by forming a gang, jumping in (being beaten), or committing a criminal activity. It was found that the youth gang members joined the gang for a variety of reasons, such as having siblings or friends who were in the gang, intimidation, discrimination, fun and excitement, family problems, or school problems. The most frequently stated reasons were gang friends and intimidation. The findings show that the gang provides the gang member friendship, social bonding, belonging, economic gain, respect, support, protection, fun and excitement. The activities that the youth gang members engage in include smoking, drinking, partying, dealing drugs, stealing, fighting, drive-by shootings, and home invasions. The study indicates that jumping out (being beaten), moving away, or getting married are the different ways that a Hmong youth gang member can get out of the gang.

Victors do not always write history. To date our knowledge of how the Pathet Lao seized power in Laos in 1975 has been based on accounts from those who witnessed events but who were not privy to the thinking and planning behind them. After the violent fall of Cambodia and Vietnam, the slow, relatively peaceful and seemingly dilatory takeover of power they observed did not equate with the Lao People’s Revolutionary Party’s assertion that its seizure of power was due to the “creative application of Marxism-Leninism to Lao conditions”. This work attempts to determine the accuracy of the Lao Party’s claim by using LPRP documents and written and verbal accounts, which reveal the strategic thinking and tactics behind the Lao Revolution. The piecing together of information drawn from many and varied sources that were directly involved, at last sheds some light on how a small, weak movement overthrew a government almost without violence. It also reveals that the LPRP carefully and deliberately planned and executed the peaceful formation of the Lao People’s Democratic Republic in December 1975 in a revolution that was unprecedented in the history of Marxist-Leninist revolutions.

This thesis seeks to understand and explain gendered everyday life in the village of HatNyao in Northwestern Laos, specifically in relation to rubber cultivation, by using an ethnographic approach and methods. The ‘rubber boom’ is changing the landscape of Northern Laos, and in the process is reshaping gendered everyday life. Gender relations in the village of HatNyao are undergoing various transformations whereby previous gender structures start to erode. Additional changes will probably continue to occur, largely due to increasing labour shortages. Gendered everyday life in HatNyao is therefore ‘bending’ with the changes associated with rubber cultivation, as well as in relation to different spaces of the everyday and household diversity. The concept of ‘paradoxical gendered spaces’ is invoked to capture the ways in which the dimensions and activities of the everyday vary with, in particular, ethnicity and age. Most households in HatNyao have improved their living conditions due to rubber cultivation. Nevertheless, inequalities are increasing within the village: better-off households have improved their situation, while for others it has been more difficult to adapt to the new conditions of everyday life and rubber cultivation. As the number of villages introducing rubber in Laos is increasing, alongside the number reaching the crucial tapping stage, it is essential to understand how rubber cultivation in smallholder communities interacts with gender relations and the division of labour. There are thus both ‘good’ and ‘bad’ outcomes from introducing rubber in Laos, since it depends on the context, as well as on the diverse spaces of the everyday.

University of Macau / Faculty of Law