Abstract
This article draws on an ethnographic study of a media program serving Hmong immigrant youth to illuminate perspectives and practices of teaching and learning that draw on Hmong culture’s emphasis on family and collectivism. Our explication is guided by the following question: How do a Hmong adult youth program advisor and Hmong youth connect as “family” in an educative relationship? It reveals insight for understanding the ways in which low-income, immigrant youth may be supported within educational contexts imbued by an intimacy and reciprocity that revalues the social and cultural dimensions of their lives. The article significantly advances research on the ways in which educators who share with youth the same racialized identity, neighborhood, and community construct learning environments.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1126-1153 |
| Number of pages | 28 |
| Journal | Urban Education |
| Volume | 53 |
| Issue number | 9 |
| DOIs | |
| State | Published - Nov 1 2018 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by an award from the William T. Grant Foundation (CON000000027218).
Publisher Copyright:
© The Author(s) 2017.
Keywords
- Asian American
- community-based organizations
- educative relationships
- ethnography
- family
- immigrant
- kinship
- youth programs