Abstract
Hmong adolescents face many challenges during high school, particularly college and career readiness. School counselors are trained professionals who can help. This transcendental phenomenology study explored the lived experiences of six Hmong adolescents and how they make sense of college and career lessons in a group work format over six weeks. Data was collected through participant journals and interviews. Each participant interview was recorded, transcribed, and analyzed using Moustakas (1994) phenomenology method of data analysis. Five domains, sixteen themes, and three subthemes emerged. Family members are crucial influencers in college and career decision-making. Barriers include language, financial, family, culture, and cognitive strategies. All participants enjoyed the group experience, they each learned about their personalities and identities and suggested changes for future groups. College and career planning themes on how to pay for college, confidence about going to college, and their bicultural identity were found. Although all participants chose college as their path after high school, they did not have confidence in choosing a career. Lastly, the school environment, specifically the educators, was vital in supporting the participants. This study provides implications for practice and further research along with recommendations on how school counselors can better support Hmong adolescents with college and career readiness.
Advisor
Tracy Peed
Committee Member
Richard Auger
Committee Member
Diane Coursol
Date of Degree
2024
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Ed.D
Department
Educational Leadership
College
Education
Recommended Citation
Vang, Xeev. (2024).Enhancing College and Career Readiness of Hmong Adolescents Through Group Work in High School. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1412/
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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