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ERIC Number: ED568016
Record Type: Non-Journal
Publication Date: 2015
Pages: 264
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3023-9
The Lack of Motivation to Pursue Postsecondary Education among Hmong Students: A Grounded Theory Study
Lee, Xang
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
In rural areas, a lack of motivation to pursue a postsecondary degree continues to affect Hmong students at the postsecondary education level. The purpose of this qualitative grounded theory research was to create a model based on the exploration of the lack of motivation to pursue postsecondary education among Hmong high school students. Educational leaders might be able to use the model to help them find ways to assist and prepare Hmong students for postsecondary education. The data were collected from the interviews with 10 high school graduates, 5 Hmong parents, and 5 educators. The finding suggested that Hmong parents and existing educational services were not effective enough to improve and prepare Hmong high school students for postsecondary education. Additional support initiatives such as stronger expectations, role models, mentoring, educational support programs, college visits, Hmong counselors who could speak Hmong and other leadership roles, activities that motivate students internally, personal financial literacy and postsecondary options classes, and the affection of Hmong parents were needed to prepare Hmong high school students for postsecondary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A