The Mong population in the United States was estimated at 80,000 in 1980, has increased to 165,000 in 1990 and will be tripled to 330,00 in 2,000. This, in turn, will increase the numbers of Mong-speaking limited English proficient (LEP) students from 40,000 to 80,000 or more by the year 2000. This exponential growth in student population has raised a lot of concerns to educators and service providers in several states, such as: California, Minnesota, Wisconsin, North Carolina, Georgia, and Michigan.
This book examines the Mong education at the crossroads. The Mong, an ethnic tribe, migrated from China in the eighteenth century to settle in Laos. They assisted the French during their colonial rule and the United States in its Secret War against the Communists in Laos during the Vietnam Conflict. After the United States withdrew its troops from Southeast Asia, the Mong were persecuted for political reasons. In 1976, the United States Congress recognized the Mong as former CIA (Central Intelligence Agency) employees and authorized the United States Department of State to admit some refugees to the United States.
This book was intended to help educators understand the major trends that shaped the Mong society and their problems of cultural and educational adjustment during their resettlement in the United States. As a people, the Mong experienced a series of formative episodes: with the Chinese, with French Colonialism, with the Vietnam Conflict, with the refugee camps during their transition to resettlement in the United States. Through use of historical and qualitative methods, this manuscript examined two principal areas: resettlement and education.
Since the Mong's culture is diametrically different from American's, they experienced tremendous frustration during their resettlement in the United States. Their illiteracy and lack of formal education and marketable skills make it difficult for them to live in a high technologically developed country such as the United States. Educationally, language barrier continued to impede and impact their developing of their full potential as contributing members in the society. Their difficult adjustment problems consequently contributed to their massive secondary migration from state to state. Suggestions will also be made on how to address the cultural and educational issues faced by the Mong. Finally, recommendations were provided in an open letter format to the Mong, to Mong students, to the Voluntary Agencies (VOLAGs), to local school districts, to the federal, state, and local government agencies involved.
Despite the difficulties described above, the Mong adjusted amazing well. As a unique cultural pattern, the Mong clustered as a community influenced by the clan system. The future of the Mong depends on education. The Mong will continue to successfully acculturate into the American society and grow as a community in the future. The younger Mong are expected to advance to their full potential and to contribute to the advancement of life in the United States.
This book is currently used as one of the two required textbooks for a course Liberal Studies (LS) 362: Southeast Asian History and Culture beginning the Fall Semester 1996. This manuscript is designed to be used in courses in culture and cultural diversity, comparative education, social and cultural foundations of education, Mong ethnic studies, and ethnic studies. This book consists of seven chapters: (1) The Mong and their cultural background; (2) Early Mong history; (3) Impact of colonialism and war; (4) Mong Resettlement in the United States; (5) Mong Education at the Crossroads; (6) Mong Language Structure and Use: Implications for mainstream teachers; and (7) An open letter. This book also comes with a bibliography, resources for Mong materials and index for references.
Currently, there are a large numbers of colleges and universities across the United States that offer courses in Southeast Asian studies. I just want to name a few as following: Cornell University, University of California - Berkeley, University of California-Irvine, California State University (CSU) Fresno, CSU-Stanislaus, CSU - Long Beach, CSU - Northridge, San Francisco State University, San Jose State University, Northern Illinois University, University of Wisconsin - Madison, University of Wisconsin =96 Eau Claire, University of Wisconsin - Oshkosh, University of Wisconsin - Milwaukee, University of Minnesota, Hamline University, University of Washington - Seattle, etc.
Please consider ordering Hmong Education at the Crossroads.