The purpose of this phenomenological inquiry was to examine the experiences of Hmong American college students in relation to their ethnic and racial identity attending a dual designated Asian American Native American Pacific Islander Serving Institution and Hispanic Serving Institution in the Central Valley. The study was guided by a conceptual framework incorporating Bronfenbrenner’s ecological model, \"race and ethnicity as doings,” and intersectionality. Data collection was completed through three-phases which included interviews and a visual methods activity. A total of 10 participants completed the process. Data analysis was employed through initial, focused, and axial coding and constant comparison for the interviews. For visuals, data was analyzed using Serafini's (2010) perceptual, structural, and ideological perspectives. An overview of the findings suggested the influence of culture and racialization on identity and their college experience as well as Hmong American students' sense of belonging. Implications for practice and research are provided.
","abstract_html":"<p>The purpose of this phenomenological inquiry was to examine the experiences of Hmong American college students in relation to their ethnic and racial identity attending a dual designated Asian American Native American Pacific Islander Serving Institution and Hispanic Serving Institution in the Central Valley. The study was guided by a conceptual framework incorporating Bronfenbrenner’s ecological model, "race and ethnicity as doings,” and intersectionality. Data collection was completed through three-phases which included interviews and a visual methods activity. A total of 10 participants completed the process. Data analysis was employed through initial, focused, and axial coding and constant comparison for the interviews. For visuals, data was analyzed using Serafini's (2010) perceptual, structural, and ideological perspectives. An overview of the findings suggested the influence of culture and racialization on identity and their college experience as well as Hmong American students' sense of belonging. Implications for practice and research are provided.</p>","abstract_has_math":false,"creators":["Vang, Melissa"],"institution":null,"degree_name":"Education PhD, Joint with San Diego State University","degree_level":"Restricted to Claremont Colleges Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Dina Maramba","Marva Cappello","Deborah Faye Carter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:22Z","subjects":["Higher Education","Hmong American students","Intersectionality","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/614","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dina Maramba","Marva Cappello","Deborah Faye Carter"]},{"key":"dc:creator","label":"Author","values":["Vang, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education PhD, Joint with San Diego State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher Education","Hmong American students","Intersectionality","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/614"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this phenomenological inquiry was to examine the experiences of Hmong American college students in relation to their ethnic and racial identity attending a dual designated Asian American Native American Pacific Islander Serving Institution and Hispanic Serving Institution in the Central Valley. The study was guided by a conceptual framework incorporating Bronfenbrenner’s ecological model, \"race and ethnicity as doings,” and intersectionality. Data collection was completed through three-phases which included interviews and a visual methods activity. A total of 10 participants completed the process. Data analysis was employed through initial, focused, and axial coding and constant comparison for the interviews. For visuals, data was analyzed using Serafini's (2010) perceptual, structural, and ideological perspectives. An overview of the findings suggested the influence of culture and racialization on identity and their college experience as well as Hmong American students' sense of belonging. Implications for practice and research are provided.
"]},{"key":"dc:title","label":"Title","values":["The Intersection of Academia and Identity: A Phenomenological Inquiry on the Ethnic and Racial Identity of Hmong American Students in Higher Education"]}]}],"canonical_facts":{"dc:contributor":["Dina Maramba","Marva Cappello","Deborah Faye Carter"],"dc:creator":["Vang, Melissa"],"dc:date.available":["2023-12-01T08:00:00Z"],"dc:description.abstract":["The purpose of this phenomenological inquiry was to examine the experiences of Hmong American college students in relation to their ethnic and racial identity attending a dual designated Asian American Native American Pacific Islander Serving Institution and Hispanic Serving Institution in the Central Valley. The study was guided by a conceptual framework incorporating Bronfenbrenner’s ecological model, \"race and ethnicity as doings,” and intersectionality. Data collection was completed through three-phases which included interviews and a visual methods activity. A total of 10 participants completed the process. Data analysis was employed through initial, focused, and axial coding and constant comparison for the interviews. For visuals, data was analyzed using Serafini's (2010) perceptual, structural, and ideological perspectives. An overview of the findings suggested the influence of culture and racialization on identity and their college experience as well as Hmong American students' sense of belonging. Implications for practice and research are provided.
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