Hmong Culture Case Study

The Hmongs are an ethnic race, originally migrated from Eurasia and settled in river plains of China. The Chinese hated them, calling them ‘Miao’ or ‘Meo’ meaning barbarians and tried to gain mastery over them but the Hmongs wanting to be left alone began to migrate. By the beginning of the 19th century, half a million Hmongs had migrated to Indo-China. Disliking persecution, some settled in Vietnam, Laos and Thailand. They detest being ordered or bullied, do not like to lose, are fighters who would rather die than surrender. Though they never possessed a country of their own, they have marched through the pages of history as free men desiring personal liberty. The Lee family travelled to Merced, California along with other Hmongs who fled to Laos in 1975, when their country became a prey to communism.

At birth, the Hmong view their newborns as a gift and extremely special. At birth, it is called “Mus Thawj thiab, “go become again” or more simple, “reincarnation,” is a traditional Hmong belief (Bankston 2000). When a child is born, they are automatically seen as a gift and reborn as a reincarnated soul. Though, if a child dies after three days of living there are “no funeral ceremonies…since the child did not have a soul yet” (Bankston 2000). The Hmong believe if the child lives past three days, their soul is present though if they die, the infant never had a soul to begin with. If the child lives past day three, then a shaman is brought in and he “evokes a soul to be be reincarnated in the baby’s body” (Bankston 2000). This is considered

This source provided by Coffee House Press has included an interview with Annie Choi and Kao Kalia Yang. Choi has asked about Yang memoir of her well-known book, The Latehomecomer, has started. During the secret war, her Hmong family went through difficult times. Coming to America, Yang had to learn English and it became a challenge. However, she was able to learn it and grew a passion to write more on papers. When writing her book, she ties in how love and Hmong family relationships are like others making it a universal theme. She hopes that the readers would get an understanding of the Hmong culture and state that it will strengthen America as unique. This is important because we get an insight of Kao Kalia Yang inspiration when writing a book of the Hmong culture and tying it together of being an American.

Along with the stubbornness of the Hmong is my last point that the Hmong and Americans have cultural misunderstandings. Fadiman came “to believe that her [Lia’s] life was ruined not by septic shock or noncompliant parents but by cross-cultural misunderstanding” (Fadiman 1997:262). Hmong once believed some crazy things about Americans. “It was said that Hmong women were forced into slavery, forced to have sex with American men … and with animals; that dinosaurs lived in America, along with ghosts, ogres, and

The Hmong people do not call any one country home, but have relocated several times throughout history due to war and political oppression. An article published in the Journal of Multicultural counseling and Development finds that the Hmong primarily lived in Laos, Vietnam, and Thailand. They had a great impact in helping western forces during the Vietnam War, and wars in Laos in efforts to end Communism. The article continues and describes how many tried to escape from Laos; those that survived settled in refugee camps that had terrible living conditions. (Tatman, 2004). Although the Hmong are diffused around the world, their distinct cultural traditions and customs create a strong cultural identity. After discussing of the traditions and social customs of the Hmong culture learned through two different interviews, the cultural traditions and social customs will be compared and contrasted with European-American culture, and will be concluded with the impact that Hmong culture has on today’s society.

Firstly, increasing one’s cultural competence is instrumental to becoming a more empathic and understanding person and teacher. Cultural competence involves understanding another person’s culture without judgement and realizing that even if their ideas or beliefs are different, that does not mean they are wrong. If one learns about their students’ cultures and backgrounds, they will be able to speak and interact with these students in an appropriate way. If the students are refugees and come from a traumatic past, teachers should approach any personal questions they have sensitively. Sometimes people have prejudices or believe stereotypes and they may not even realize it. The Hmong people were widely dispersed and no two Hmong people will be the same. It is crucial that teachers do not assume that each person has the same values and

In The Spirit Catches You and You Fall Down, there are many different intercultural misunderstandings. A Hmong girl’s life was forever changed because of these misunderstandings and some things could have easily been avoided, had each side taken the time to better understand the other.

The Hmong were well known for being a self-sufficient people producing their own food, making their own weapons, hunting their own game including birds, monkeys, deer, wild pigs, tigers, and more. They fished, gathered fruit, wild vegetables, and honey. These individuals were farmers and have very intimate relationships with the natural world(pg 120). Foua Yang grew up in a mountainous clan such as this. She had revealed that everyone in her village performed the same tasks therefore causing no class system. “Since no one knew how to read no one felt deprived by the lack of literacy.” They believed that anything of importance that the children needed to know could be learned through spoken word or by example. The elders were essential for teaching the younger generation among many things how to hold sacred their ancestors, play the qeej, conduct a funeral, how to court a lover, how to track a deer, and how to build a

Ng’s portrayal of Leila as a school teacher and how difficult it was to connect with the Asian children’s parents is a situation relating back to the separation of education and the home in Asia. Another difficult barrier in education was the role of the student. In Asia the student learns what material is given to them and interaction with the teacher is uncommon. The parent – teacher – student interaction was a brand new idea to Asian families. Adapting to this new system could take generations of work by devoted teachers.

Social scientists believe that there are anywhere between six and seven million Hmong around the world. The Hmong never had a country that they could call their “home” country and to this day this is still the case. Until relatively modern times, the majority of the Hmong people resided in the mountains of Southern China, Laos, Thailand, and northern Vietnam. As an ethnic group, the Hmong are fascinating in this sense. Today there is a large Hmong population in the United States. However, unlike a majority of the other Asian American communities present in America, the Hmong reached American soil through much difficulty and hardships. As observed in the experiences of many other immigrant groups, becoming a part of American society is not an easy task. In order to understand the circumstances of Hmong Americans today, one must comprehend the different political, economic, and social pressures that may have aided or hindered these people’s integration into American society. The first part of my paper will consist of a brief background of the Hmong. Grasping the background will allow for a thorough analysis of the reasons for Hmong immigration and the issues that they may have faced attempting to establish their own individual identity in the United States.

Being a Hmong-American in the United States was hard. Growing up in a community that was full of Americans, and being in a private school in my early years, (consisting mostly of Americans and little diversity) was difficult. In that kind of environment, I never saw each person differently. The characteristics that I saw were our skin color, and another distinction that I saw was our religious and cultural backgrounds. I started to lose touch of my own culture and identity as a Hmong-American girl. My family told me that in the stages of my toddler years, I used to be good at speaking my native tongue until I started school.

The influence of the Hmong-American on the Hmong cultural minority in France: the study case of the Hmong Festival organised in Saint Paul, Minnesota, U.S.A and Aubigny-sur-Nère, France.

     The Hmong had trouble adapting to American life. With no driver’s license or bank account, they had to make a living doing whatever they could. Not knowing the language in a foreign land doesn’t help either. The Hmong women adapted much more quickly than the men did because of the fact that they interacted more with English-speaking people. While the men were at work, the women were spending time interacting. The Hmong men also refused to change more that the women did. This shift of power caused a lot of changes in Hmong households. What even caused more of a power shift was the fact that the Hmong children learned about the culture easier than the women did. Instead of the father having control over the family like it was back in Southeast Asia, the children now had the upper edge. The children could communicate, interact and even drive with Americans. You could see a 16-year-old Hmong

Asians are one of fastest growing minority groups in America today. During this century, various factors at home and abroad have caused people from Asia to immigrate to the United States for better or for worse. Due to these factors, Americans and American teachers, in particular, need to educate themselves and become aware of the Asian American students’ needs in terms of success and happiness. Before beginning my research, I felt I had an easy subject: studying Asian Americans in relation to their education in public schools. How simple! Everyone knows they are smart, hard working, driven to succeed in spite of their nerdish, geeky, non-athletic, broken-English stereotype. Of course they are

CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational background, currently living and studying in a British-style International School in Ho Chi Minh City (HCMC), Vietnam, and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society, where she “has decided to become part of the new community, but is still figuring out what that means” (Hayden 2006:53) at the age of thirteen. She is an example of what has recently been identified as a common occurrence for international school students, children going through a “sojourner adjustment” (McKillop-Ostrom 2000), as can