Effects Of Afterschool On Minorities : High School Hmong Students

1139 Words Feb 7th, 2015 5 Pages
Effects of Afterschool on Minorities:
High School Hmong Students in California
Afterschool programs across the country would not exist without grants funded by state or federal institutions. The ultimate goal of afterschool programs should be to bridge student achievement gaps, both academically and socially. Minority groups, such as Hispanic and African American students, often experience an achievement gap greater than that of majority groups. Hmong students in California’s Central Valley experience a similar gap (Boyer & Tracz, 2014, p. 48). Limited research has been completed on the effects of afterschool on this Asian-American minority group. In a casual-comparative study, Boyer and Tracz (2014) looked at the effects of afterschool on the achievement, behavior, and self-esteem of high school Hmong students.
According to Lee (1999), Asian-Americans will make up 10 percent of the country’s population by 2040. The Asian population is very diverse, being made up of 31 different ethnic groups (Boyer & Tracz, 2014, p. 44). The Hmong were initially recruited by the CIA during the Vietnam War and the current Hmong population is estimated at 235,000 people. Many Hmong students come from low socio-economic backgrounds, often suffering from poverty and cultural differences (2014, p. 45).
The effects of high school afterschool programs are less documented than that of elementary and middle schools. However, research concludes that teens who participate in high-quality…
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