The Road to College: Hmong American Women's Pursuit of Higher Education

1997 ◽  
Vol 67 (4) ◽  
pp. 803-828 ◽  
Author(s):  
Stacey Lee
Keyword(s):  
Higher Education ◽  
The United States ◽  
Cultural Transformation ◽  
Early Marriage ◽  
Structural Barriers ◽  
Welfare Policies ◽  
American Women ◽  
The Road ◽  
Educational Persistence ◽  
Hmong American

In this article, Stacey Lee examines the phenomenon of low educational participation and achievement among Hmong American women. She argues that the focus on cultural differences as the sole explanation for this fact ignores the existence of economic, racial, and other structural barriers to Hmong American women's educational persistence and success. Lee shares the stories of several Hmong American women who are pursuing or have completed higher education in the United States, investigating the factors — economic, racial, and cultural — that helped or hindered their decisions to continue their education. These women are part of a movement within the Hmong community that questions traditional expectations for women and girls, in particular early marriage and motherhood. Lee illustrates how these women's experiences are also shaped by social factors such as welfare policies and racism. Their stories demonstrate that cultural transformation is neither a smooth nor unambiguous process.

scholarly journals Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 20
Author(s):  
Evelyn Newman Phillips ◽  
Wangari Gichiru
Keyword(s):  
African American ◽  
Family History ◽  
African American Women ◽  
White Supremacy ◽  
Structural Violence ◽  
The United States ◽  
Structural Barriers ◽  
American Women ◽  
Three Generations ◽  
American Children

Through the lens of structural violence, Black feminism and critical family history, this paper explores how societal structures informed by white supremacy shaped the lives of three generations of rural African American women in a family in Florida during the middle to the late twentieth century. Specifically, this study investigates how disparate funding, segregation, desegregation, poverty and post-desegregation policies shaped and limited the achievement trajectories among these women. Further, an oral historical examination of their lives reveals the strategies they employed despite their under-resourced and sometimes alienating schooling. The paper highlights the experiences of the Newman family, descendants of captive Africans in the United States that produced three college-educated daughters and a granddaughter despite structural barriers that threatened their progress. Using oral history interviews, archival resources and first-person accounts, this family’s story reveals a genealogy of educational achievement, barriers and agency despite racial and gendered limitations in a Southern town. The findings imply that their schooling mirrors many of the barriers that other Blacks face. However, this study shows that community investment in African American children, plus teachers that affirm students, and programs such as Upward Bound, help to advance Black students in marginalized communities. Further, these women’s lives suggest that school curriculums need to be anti-racist and public policies that affirm each person regardless of the color of their skin. A simple solution that requires the structural violence of whiteness be eliminated from the schooling spheres.

The Road Ahead for America's Colleges and Universities

2017 ◽  
Author(s):  
Robert B. Archibald ◽  
David H. Feldman
Keyword(s):  
Higher Education ◽  
Public Discourse ◽  
Returning Students ◽  
The United States ◽  
Colleges And Universities ◽  
Higher Education System ◽  
The Road ◽  
The Future ◽  
Four Year Institutions ◽  
Age Range

This book evaluates the threats—real and perceived—that American colleges and universities must confront over the next thirty years. Those threats include rising costs endemic to personal services like higher education, growing income inequality in the United States that affects how much families can pay, demographic changes that will affect demand, and labor market changes that could affect the value of a degree. The book also evaluates changing patterns of state and federal support for higher education, and new digital technologies rippling through the entire economy. Although there will be great challenges ahead for America’s complex mix of colleges and universities, this book’s analysis is an antidote to the language of crisis that dominates contemporary public discourse. The bundle of services that four-year colleges and universities provide likely will retain their value for the traditional age range of college students. The division between in-person education for most younger students and online coursework for older and returning students appears quite stable. This book provides a view that is less pessimistic about the present, but more worried about the future. The diverse American system of four-year institutions is resilient and adaptable. But the threats this book identifies will weigh most heavily on the schools that disproportionately serve America’s most at-risk students. The future could cement in place a bifurcated higher education system, one for the children of privilege and great potential and one for the riskier social investment in the children of disadvantage.

scholarly journals The development of the system of higher education for women in the United States (the second half of the XIX century)

2021 ◽  
pp. 165-173
Author(s):  
Anastasiia Olegovna Ovcharenko
Keyword(s):  
Higher Education ◽  
Negative Impact ◽  
Family Relations ◽  
The United States ◽  
American Women ◽  
College And University ◽  
The Status ◽  
Self Actualization ◽  
Private And Public ◽  
Xix Century

The XIX century is the era of fundamental change in the status of American women, which marks non only transformation of the attitude towards woman as an equal subject of social and family relations, but also their pursuit of self-actualization. Such changes among the middle-class American women could not have happened without receiving higher education – as the opportunity for employment and increase of self-consciousness. Special attention is given to the emergence and development of higher education institutions since the first instance of admission to the establishment of the system of education of the American women. The conclusion is made that the changes that took place in the U.S. society after the Civil War and during the industrialization era contributed to the change in the status of American women in the second half of the XIX century. This is the time of establishment of multiple colleges for women; private and public coeducation institutions opened their doors to American women; and the myth of the negative impact of education upon women's health was shattered. Generalization of the foreign sources and research demonstrated the difficulties faced by women during their college and university years, as well as the transformation of attitude of the American society towards the changing status of women with regards to receiving higher education.

scholarly journals The Road Home: Exploring the Choice to Stay or Return of International Ph.D's

2015 ◽  
Author(s):  
Deepak Gupta ◽  
Maresi Nerad ◽  
Joseph Cerny
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Principal Investigators ◽  
The Road ◽  
The Core ◽  
Higher Education Centers

The core debate over Ph.D. recipients from abroad who earned their degrees at U.S. institutions of higher education centers around the question: who (and how many) stayed in the United States, and who (and how many) returned home? To explore this question, we undertook a study, “Ph.D.s—10 Years Later.” Maresi Nerad and Joseph Cerny were the principal investigators for this study, which was funded by the Mellon Foundation.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

Sorting Out the Mixed Economy

2019 ◽  
Author(s):  
Amy C. Offner
Keyword(s):  
Latin America ◽  
Latin American ◽  
New Deal ◽  
The United States ◽  
Business Associations ◽  
Welfare Programs ◽  
The Road ◽  
Social Welfare Programs ◽  
The Third World ◽  
The New Deal

In the years after 1945, a flood of U.S. advisors swept into Latin America with dreams of building a new economic order and lifting the Third World out of poverty. These businessmen, economists, community workers, and architects went south with the gospel of the New Deal on their lips, but Latin American realities soon revealed unexpected possibilities within the New Deal itself. In Colombia, Latin Americans and U.S. advisors ended up decentralizing the state, privatizing public functions, and launching austere social welfare programs. By the 1960s, they had remade the country's housing projects, river valleys, and universities. They had also generated new lessons for the United States itself. When the Johnson administration launched the War on Poverty, U.S. social movements, business associations, and government agencies all promised to repatriate the lessons of development, and they did so by multiplying the uses of austerity and for-profit contracting within their own welfare state. A decade later, ascendant right-wing movements seeking to dismantle the midcentury state did not need to reach for entirely new ideas: they redeployed policies already at hand. This book brings readers to Colombia and back, showing the entanglement of American societies and the contradictory promises of midcentury statebuilding. The untold story of how the road from the New Deal to the Great Society ran through Latin America, the book also offers a surprising new account of the origins of neoliberalism.

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