School racial composition and academic achievement: The case of Hmong LEP students in the U.S.

Moo Sung Lee, Na'im MADYUN

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

The existence of the achievement gap is more than just a black–white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement of Hmong limited English proficient (LEP) students. This study provides theoretical explanations for this finding and implications for Hmong student achievement.
Original languageEnglish
Pages (from-to)319-331
Number of pages13
JournalEducational Studies
Volume34
Issue number4
DOIs
Publication statusPublished - 2008
Externally publishedYes

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academic achievement
school
student
segregation
stereotype
statistics
poverty

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School racial composition and academic achievement: The case of Hmong LEP students in the U.S. / Lee, Moo Sung; MADYUN, Na'im.

In: Educational Studies, Vol. 34, No. 4, 2008, p. 319-331.

Research output: Contribution to journalArticle

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T1 - School racial composition and academic achievement: The case of Hmong LEP students in the U.S.

AU - Lee, Moo Sung

AU - MADYUN, Na'im

PY - 2008

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N2 - The existence of the achievement gap is more than just a black–white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement of Hmong limited English proficient (LEP) students. This study provides theoretical explanations for this finding and implications for Hmong student achievement.

AB - The existence of the achievement gap is more than just a black–white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement of Hmong limited English proficient (LEP) students. This study provides theoretical explanations for this finding and implications for Hmong student achievement.

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KW - limited English proficiency

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M3 - Article

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EP - 331

JO - Educational Studies

JF - Educational Studies

SN - 0305-5698

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