HMoob Patriarchy : HMoob Women’s Educational Experiences

Abstract

Growing up as a HMoob American man, the patriarchal system within the Hmong community has always feel like a heavy burden of responsibilities. This research examines what role patriarchy has on HMoob women undergraduate students’ that are in pursuit of a bachelor’s degree. Patriarchy, being prominent in HMoob household and community, affects how and why education is being valued. While research literature on Hmong women pursuing higher education is growing (Lee, 2005; Mouavangsou, 2018; Yang, 2018; Moua 2018), previous literature has not focused on the relationship of Hmong women and their father. My research expands on the support of Hmong women and their fathers. Drawing from Critical Race Theory (CRT) in education as a conceptual framework, I use intersectional narrative methodology and counter-storying to amplify how HMoob women navigate and negotiate patriarchy and their father’s role in them pursuing higher education. I conducted one-on-one Zoom interviews with HMoob women who are currently enrolled in college who are at least eighteen years old and pursuing a bachelor’s degree at one of the thirteen Universities of Wisconsin campuses. The preliminary findings in my research include education is highly valued and experiencing different support and expectations for HMoob daughters, sons, and children.