Empowering Mong Students: Home and School Factors

Abstract

This article examines how home and school factors affect the education of Mong students in the U.S., a group that, by in large, is not faring well academically. The study is based on related research and interviews with teachers, students, and the parents of a group of Mong elementary school students in northern California. The findings reveal that Mong students' negative schooling experiences are exacerbated by the mismatch between the home and school culture, by misconceptions and labeling by parents and teachers, and by issues pertaining to their attempts to assimilate into American society. Therefore, Mong students experience a “culture clash” at home and at school. Conversely, Mong students are empowered by a culturally relevant curriculum, and a school environment that values their culture, and that utilizes their parents as resources. Hence, they need more support from both parents and teachers.