[Special Issue on Hmong Newcomers to Saint Paul Public Schools] The Affective Consequences of Cultural Capital: Feelings of Powerlessness, Gratitude, and Faith among Hmong Refugee Parents

In education research, the analysis of the role of cultural capital has focused primarily on its role in parent involvement. Little attention has been paid to how cultural capital affects the attitudes or feelings of parents about their worth and roles as parents. In this article I examine the impact of the exclusionary characteristic of cultural capital on refugee Hmong parents from Wat Tham Krabok. I highlight themes of uncertainty, powerlessness, gratitude and faith that parents repeatedly raised when speaking about their childrens education. I suggest that paying attention to the affectiveemotionalconsequences of cultural capital is critical for understanding the outlook of refugee Hmong parents on their childrens education

[Special Issue on Hmong Newcomers to Saint Paul Public Schools] Introduction

In the late 1970s the aftermath of the Vietnam War brought displaced Hmong refugees (along with other Southeast Asian groups) to the United States (Chan, 1994; Long, 1993). Other waves of Hmong resettlement to the United States occurred in the mid-80s and mid-90s. This has resulted in a Hmong population of 183,265, the majority of whom reside in California, Minnesota, Wisconsin, Michigan and Colorado (U.S. Census Bureau, 2005). In 2004, the Thai government closed Wat Tham Krabok (WTK), the last of its Hmong refugee camps (Grigoleit, 2006). This resulted in the most recent resettlement of approximately 15,000 Hmong refugees to the United States (Grigoleit, 2006; Hang et al., 2004). An estimated 5,000 of these WTK refugees came to St. Paul, Minnesota (Hang et al., 2004)

Annotated Bibliography of Research in the Teaching of English (2009)

This is the publisher's version, also found at http://search.proquest.com/docview/215343848/13E80C2B60056B43EE4/5?accountid=1455

Annotated Bibliography of Research in the Teaching of English (2007)

This is the publisher's version, also found at http://search.proquest.com/docview/215344428?accountid=14556The young women established bonds through nonverbal communication (e.g., eye gaze) to assert their gendered, racial, and cultural identities in the face of dominant identities promoted in the classroom. Draws on research with a diverse group of high school students to demonstrate how portraiture and CRT work together to render rich descriptions of students' experiences within their social and political contexts that serve the larger goal of social action and transformation. Examines the discourse practices of two immigrant youth who use Internet communication to mobilize transnational diasporic identities, create affinity spaces across geopolitical borders, and creatively produce and consume popular media. Uses Critical Race Theory, whiteness studies, and critical discourse analysis to understand talk about race among second-grade white students and their teachers. Through comparison of text choice, vocabulary, and comprehension and composition activities in each context, the regular reading class emerged as student-centered, whereas the reading intervention class was test-driven with less student participation

[Special Issue on Hmong Newcomers to Saint Paul Public Schools] The Affective Consequences of Cultural Capital: Feelings of Powerlessness, Gratitude, and Faith among Hmong Refugee Parents

In education research, the analysis of the role of cultural capital has focused primarily on its role in parent involvement. Little attention has been paid to how cultural capital affects the attitudes or feelings of parents about their worth and roles as parents. In this article I examine the impact of the exclusionary characteristic of cultural capital on refugee Hmong parents from Wat Tham Krabok. I highlight themes of uncertainty, powerlessness, gratitude and faith that parents repeatedly raised when speaking about their children's education. I suggest that paying attention to the affective emotional consequences of cultural capital is critical for understanding the outlook of refugee Hmong parents on their children's education

[Special Issue on Hmong Newcomers to Saint Paul Public Schools] Introduction

In the late 1970s the aftermath of the Vietnam War brought displaced Hmong refugees (along with other Southeast Asian groups) to the United States (Chan, 1994; Long, 1993). Other waves of Hmong resettlement to the United States occurred in the mid-80s and mid-90s. This has resulted in a Hmong population of 183,265, the majority of whom reside in California, Minnesota, Wisconsin, Michigan and Colorado (U.S. Census Bureau, 2005). In 2004, the Thai government closed Wat Tham Krabok (WTK), the last of its Hmong refugee camps (Grigoleit, 2006). This resulted in the most recent resettlement of approximately 15,000 Hmong refugees to the United States (Grigoleit, 2006; Hang et al., 2004). An estimated 5,000 of these WTK refugees came to St. Paul, Minnesota (Hang et al., 2004)

Hmong Culture Club as a Place of Belonging: The Cultivation of Hmong Students’ Cultural and Political Identities

In this article, I draw on a year-long ethnographic study of an after school “Hmong Culture Club” to illuminate the ways in which it provides students with a place of belonging. I reveal the ways in which Hmong students in this setting take up ideologies of multiculturalism in response to a sense of the “loss” of Hmong culture. I explore the ways in which the Hmong Club provided Hmong students with a place to belong that simultaneously cultivated their cultural and political identities. Ultimately, I suggest that school extracurricular cultural clubs may provide insights to subtractive schooling (Valenzuela, 1999) as well as ways forward for understanding the importance of spaces for (ethnic, racial) group identity. This article will advance knowledge of the spaces of co-curricular ethnic student clubs that are the contexts for the changing dynamics of immigrant culture and identity

Seeding Change from Within: An Exploration of Activism at the Local Level

Grace Lee Boggs suggested that activism must move beyond protest. Rather than action from above, she believed that change takes place at the local level through small actions. In this practitioner essay, the staff of the Asian Pacific American Resource Center at the University of Minnesota, Twin Cities explores the multiple dimensions of local action we engaged in with students and colleagues to advance social justice for Asian American and Pacific Islander students. We highlight some of our work toward addressing anti-Asian racism and anti-Blackness on our campus and local community; building community and solidarity across racial-ethnic communities; participating with student groups as partners to challenge inequality; and engaging as a “critical collaborator” with other campus units to advance the institution’s goals toward diversity, equity, and inclusion. Against the backdrop of the anti-Asian racism instigated by COVID-19 that received little attention and the murder of George Floyd in our “backyard” that garnered widespread outcry, we argue that we were able to productively respond because we nurtured relationships and other actions over several years of local activism. Our explication significantly advances an understanding of the role of Asian American Native American Pacific Islander–serving institutions in activism at the local level that is critical for institutional change

Identity work : enactment of racial-ethnic identity in everyday life

In this theoretical analysis, we discuss the attributional and enactment approaches to identity and present a new Ethnic-Racial Identity Enactment Model derived from extant theory and research. We highlight modes of identity work that provide 1) self-concept and self-esteem protection; 2) achievement and success during everyday encounters; 3) a sense of belonging and attachment to one’s ascriptive group; and 4) the relation between internalized oppression and internalized racism in everyday exchanges. We discuss the integration of self-concept mechanisms with mindsets and intentions specific to ethnic-racial identity dynamics. The article ends by highlighting a research procedure that fuses the attributional and enactment approaches to identity research.Arts, Faculty ofNon UBCSociology, Department ofReviewedFacult