Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Southeast Asian American Education and Advancement
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
