The Significance of Social Memory in 1.5-Generation Hmong-Americans: Implications for Culturally Competent Social Work Practice

Abstract

Approaches to working with culturally diverse populations require sensitivity to and knowledge of the context, historical experience, and evolving identity of various socio-cultural and ethnic groups. This exploratory qualitative study examines how the 1.5 generation of Hmong in higher education make meaning of the trauma of the Secret War in Laos as a part of their identity and current lives in the United States. The Secret War trauma and subsequent forced migration left many older Hmong traumatized, and may predispose the 1.5-generation Hmong to secondary traumatic stress disorder symptoms. The current study was guided by the principles of hermeneutic phenomenology as described by Van Manen (1990). Thematic analysis was used for coding. A small group of 1.5-generation Hmong was interviewed individually and as a focus group. Four themes emerged in the study: the continued clandestineness of the Secret War, shared hardship, gratefulness, and bicultural identity. This study gives a snapshot of the complex legacy of grief for lost family, a sense of exclusion from mainstream society, and gratitude to parents that is a hallmark of many young Hmong-Americans. Adjusting to both their own Hmong culture and mainstream American culture appears difficult and confusing in many ways to the 1.5 generation in higher education. At the same time, the Hmong often struggle with their traumatic past history, which is generally not recognized by mainstream society. This current study suggests that the struggle to define oneself as Hmong-American with all of its implications remains significant for the 1.5-generation Hmong and has implications for social work practice.