Unmasking The Past: Generational Trauma in the Hmong Community

Hello!

Today, I'm thrilled to share a small portion (very small portion!) of my dedicated research from my Research and Evaluation Methods class on a topic that deeply resonates with me. My journey into understanding generational trauma began in 2021/2022, sparked by a close friend. It ignited a profound reflection on its impact and shaped my perspective in powerful ways. My experiences within the Hmong community, particularly through my time working with "Hmong Youth and Parents United", provided valuable first-hand exposure. Working alongside dedicated colleagues and engaging with seniors in the Senior Day Program offered glimpses into the complexities of this issue. Later, I was privileged to support our Miss Hmongs in their exploration of generational trauma, further fueling my desire to provide informed guidance as they championed their platforms. In 2024, I embarked on an in-depth research project exploring the effects of generational trauma on second-generation Hmong youths. I'm incredibly excited to share these discoveries with you, illuminating existing research and providing a framework for understanding and empowerment. I hope this information inspires further dialogue, healing, and positive change within our community.

The Effects of Generational Trauma on Second Generational Hmong Youths

As a descendant of Hmong parents who were refugees and immigrated to the United States, and who also maintain strong cultural ties to my community, the impact that the older generation has passed down is evident. There is a gap in self identity as well as choosing family values over my own. The trauma they endured during the Vietnam War has lingered with them for many years, often leading them to internalize their experiences and trauma, which can result in significant mental health issues. Generational trauma can create invisible barriers that affect student performance and quality of life. These barriers may manifest as emotional difficulties, behavioral issues, or cognitive challenges, which can go unrecognized and unaddressed in traditional educational settings. 

By researching this topic, educators and academic leaders can better understand these challenges and create solutions that effectively support students who may be struggling. This research will cover the Hmong-American experience of growing up as a Hmong in America, the role of self identity, and parent-child relationships. These factors all play a role in how generational trauma affects the Hmong youth that may experience emotional issues, therefore, affecting their overall quality of life. By studying its impact, we can better understand the being of the Hmong communities and cultures to eliminate these implications for future generations.

Problem Statement

Generational trauma casts a long shadow, impacting individuals and families within the community for years, even generations. Its enduring effects can manifest as a psychological burden, leading to anxiety, depression, and unresolved grief, which can unintentionally strain relationships, particularly within families. These intricate challenges can significantly affect the well-being of our youth, hindering their potential for a fulfilling and quality life. Without proper understanding and intervention, generational trauma can negatively influence the trajectory of their lives, careers, and relationships. By failing to acknowledge and address its consequences, we risk setting our students and youth up for setbacks, denying them the crucial support they need to thrive.

Purpose of the Study

This study aims to understand the experiences of second-generation Hmong-Americans navigating the complexities of generational trauma. Specifically, it explores how the preservation of traditional Hmong values and the pressure to excel in education and career paths in America can create internal conflicts. The study dives into the high expectations set by parents striving for their children's success, and the resulting impact on their mental and emotional well-being. Ultimately, this research seeks to provide a deeper understanding of the Hmong experience, enabling us to create more equitable opportunities and support systems that empower all students to achieve a fulfilling and quality life.

How does generational trauma impact the academic success and the quality of life of second generation students?

This study holds significant potential to educate and empower, ultimately contributing to breaking the cycle of generational trauma affecting Hmong youth. By fostering a deeper understanding of the profound adjustments the Hmong community has navigated in just 50 years within the United States, we can create more nuanced perspectives on the expectations held by first-generation Hmong-Americans. This research represents a crucial step forward in addressing the underlying causes of generational trauma, paving the way for the development of effective solutions and targeted interventions that support healing and growth.

Literature Review

Generational trauma stems from firsthand experiences of profound adversity, including war, colonization, and other deeply traumatic events. The Hmong community, having endured significant hardship, is no exception. This has contributed to a sense of disconnect between second-generation Hmong individuals and their self-identity, and can create friction in their relationships with their parents. This ongoing struggle often goes unacknowledged, leaving many unaware of its influence on their own path to success. The first Hmong immigrants arrived in the United States in 1975, following their alliance with the Americans during the Vietnam War (Lor, 2018). Their adjustment to American culture came with challenges, including encountering "racism, discrimination, and prejudice...at school and in the community" (Lor, 2018, pp. 7-8). Even today, traditional Hmong beliefs and practices, including established gender roles and family structures, continue to be influential within many families. Due to limited English proficiency, many first-generation immigrants relied on their children to act as language brokers, navigating a new country on their behalf. This dynamic often created a complex "sense of family obligation" that impacted the parent-child relationship (Omori & Kishimoto, 2019, p. 4). Second-generation Hmong-Americans, raised in the United States, have also faced environmental challenges that profoundly shaped their self-perception (Ngo, 2017). Balancing a desire to embrace American culture with the cultural expectations of their community and families can be overwhelming. This navigation of conflicting demands can significantly strain parent-child relationships. Therefore, this literature review will explore the themes of Hmong in America, Self-Identity, and Parent-Child Relationships to understand how these factors have contributed to the lived experiences of impacted individuals, examining the quality of their lives and the role generational trauma has played.

Hmong in America

Nearly 50 years after the Hmong people first arrived in the United States, while progress has been made, many families continue to uphold traditional gender roles as an integral part of their cultural customs. Rooted in familiar values, these customs provide a framework for parents to shape their children's upbringing, preserving traditions that have served them for generations (Vang, 2005). However, adjusting to the American education system presented an unexpected challenge. Parents often found themselves unable to provide the necessary support for their children's academic endeavors, leading to frustration and difficulty. Furthermore, financial constraints within multi-family living arrangements often limited parents' ability to provide the resources needed to foster their children's full potential. Vang anticipates that if these trends continue, they could result in more tension and division between Hmong parents and their children.

Self Identity 

Growing up in the American environment while upholding traditional Hmong values creates internal conflicts for Hmong youth, prompting them to question their identity. As Ngo (2016) articulates, "With not knowing what your identity is, you're kind of lost. You don't feel like you belong with the Hmong community because maybe you don't speak Hmong anymore." While many of these youth may develop a stronger sense of self as they mature into adulthood, parental pressures can contribute to a lack of self-identity. The expectation that children should be fluent in English for language brokering, while well-intentioned, can also feel burdensome. A lack of mutual understanding can lead to household conflicts, such as stress (Omori & Kishimoto, 2019), and may cause youth to distance themselves from their Hmong heritage. Affirmative action policies are beginning to support minority groups like the Hmong, promoting social justice and addressing inequalities to ensure that individuals from all backgrounds have the opportunity to thrive, ultimately improving their quality of life. Lowinger (2020) defines ethnic identity as "a 'heightened consciousness' of belonging to a specific ethnic group," and notes the limited research conducted on Hmong students in this area. This research reveals a nuanced understanding of identity among Hmong individuals. While some find their Hmong heritage to be a central and defining aspect of their identity, others believe that affirmative action policies may offer limited personal benefits. This belief can create a stigma that disassociates Hmong students from their heritage, leading them to feel that they lack equal opportunities compared to other minority groups, such as Black and Latinx communities. To foster a greater sense of possibility and success among these Hmong students, strategic planning initiatives have been developed, emphasizing the crucial role of school counselors. These initiatives focus on building strong relationships with Hmong communities, empowering Hmong students, and dispelling limiting beliefs they may hold about themselves. "Hmong college students' perceptions of discrimination, as well as social pressures to conform to cultural norms in political attitudes and behaviors, could be examined in relation to support for or misperceptions about AAPs (Lowinger, 2020)," highlighting the complex interplay of factors influencing their perspectives.

Parent-Child Relationships

Trauma subtly shapes parental interactions, which, in turn, influence children's perceptions of their parents. These effects can manifest as emotional distress, communication difficulties, and the perpetuation of unhealthy patterns within the household. For the Hmong community, while translating for parents and grandparents is a common practice, it can have unintended negative consequences. Hmong parents often prioritize success, especially through higher education, while simultaneously expecting their children to provide financial support to the family (Omori & Kishimoto, 2019). Interviews with Hmong families reveal that these conflicting expectations can lead to internal conflicts for Hmong children, resulting in negative feelings about their culture stemming from strained parent-child relationships (Ngo, 2016). The distinct mindsets of Hmong parents who grew up in Southeast Asia and Hmong youth raised in America often result in differing values. While first-generation Hmong immigrants hope their children will achieve equal opportunities and success, many second-generation Hmong individuals also aspire to embrace the American lifestyle, leading them to assimilate to American culture. These differing viewpoints can clash, creating a disconnect rooted in a lack of understanding. As Ngo (2016) highlights, without a deep awareness of their family's refugee history, children may be perceived as "ashamed of being poor, and they do not work hard."

Reflection

Generational trauma, passed down through generations, significantly impacts the health and relationships between parents and children. Understanding these dynamics requires various factors shaping parental perspectives and children's perceptions. Parents, having endured immense sacrifices to escape communist regimes and immigrate to the United States, hoped to secure a safe and prosperous future for their families. Yet, the children of these immigrant families have often faced the challenge of rapidly assimilating into 21st-century American culture while simultaneously upholding traditional values. This delicate balance can lead to internal struggles, including cultural embarrassment, limited learning opportunities, feelings of failure to meet familial expectations, and a tendency to prioritize their community and others over themselves. These factors significantly influence their education, development, and overall success in school and life. Recognizing the unique influence of individual experiences necessitates one-on-one interactions with participants, allowing for in-depth interviews to uncover the nuanced impacts of generational trauma.

The findings of this study have the potential to enhance the practices of teachers by encouraging them to approach second-generation students facing difficulties with heightened awareness and sensitivity. A deeper understanding of a student's background and family dynamics would equip teachers to provide more tailored and effective support that considers the student's unique circumstances. Moreover, the results of this study could inform decisions made at the school or district level, promoting greater awareness of student demographics and facilitating necessary adjustments to cater to the needs of the school population. This awareness could also lead to the implementation of targeted intervention plans and programs designed to support these students. To foster a stronger sense of self-identity for all students, an area where many struggle, a comprehensive curriculum could be developed and integrated across all grade levels. Such a curriculum would facilitate smoother transitions between grades and cultivate a secure and nurturing learning environment for every student.

The process of developing this research proposal has significantly shaped my understanding of educational research by emphasizing the importance of a specific area of inquiry. The field of education presents a multitude of unexplored concerns across various aspects. By dedicating time to examine these concerns, we can gain deeper insights and identify effective solutions. This process also encourages educators and leaders to undertake their own research on topics of personal concern. By sparking curiosity among educators, we empower them to strengthen their ability to gather reliable data and leverage that information to their advantage. Ultimately, the comprehensive steps involved in creating a research proposal lay the foundation for meaningful results that researchers can confidently share with others.

References

Vang, C. T. (2005). Hmong-American Students Still Face Multiple Challenges in Public Schools. Multicultural Education, 13(1), 27-35. 

Lowinger, R. J., Kornbluh, M., Hartlep, N. D., Luong, A., An, M., & LePeau, L. A. (2020). Hmong Students’ Attitudes toward Affirmative Action. Journal of Student Affairs Research and Practice, 58(3), 254–266. https://doi-org.umassglobal.idm.oclc.org/10.1080/19496591.2020.1724547

Ngo, B. (2017). The Costs of “Living the Dream” for Hmong Immigrants: The Impact of Subtractive Schooling on Family and Community. Educational Studies, 53(5), 450–467. https://doi-org.umassglobal.idm.oclc.org/10.1080/00131946.2016.1258361

Omori, K., & Kishimoto, K. (2019). The impact of language brokering on Hmong college students’ parent-child relationship and academic persistence. Hmong Studies Journal, 20, 1–43.

Lor, P. (2008). Key Life Experiences Contributing to Hmong Students’ Matriculation. Multicultural Education, 16(1), 39–47.

Chokshi, B., Pukatch, C., Ramsey, N., Dzienny, A., & Smiley, Y. (2023). The Generational Trauma Card: A Tool to Educate on Intergenerational Trauma Transmission. Journal of Loss & Trauma, 28(5), 464–471. https://doi-org.umassglobal.idm.oclc.org/10.1080/15325024.2022.2091315

Zha Blong Xiong, Her, M., & Yunizar, C. (2023). Parental Involvement with Children’s Schooling: Exploring the Experiences of Hmong Parents in Charter Schools. School Community Journal, 33(1), 111–139.

Pao Lor. (2018). VOICES of Hmong American Students on Their Diaspora. Multicultural Education, 26(1), 2–10.

Kwan, Y. Y. (2020). Interrogating Trauma: Hmong and Cambodian American identity and subjecthood. New Directions for Higher Education, 2020(191), 79–89. https://doi-org.umassglobal.idm.oclc.org/10.1002/he.20384