Cultural capital, social identity, and self-efficacy impact on the academic achievement of professional hmong women

Hmong women today are revolutionizing their lives by entering elite professional occupations as a result of their advanced academic achievements. Because of gender roles and cultural expectations anchoring Hmong women to Hmong cultural norms and traditions, it is essential to investigate changes that Hmong women, who are pioneering diverse careers, are experiencing. The objective of this narrative research study was to investigate 10 professional Hmong women’s journeys toward academic achievement. This study utilized a qualitative approach that included 15 interview questions that were created and guided by three theoretical frameworks: Cultural Capital, Social Identity, and Self-Efficacy. The qualitative data included multiple perspectives of professional Hmong women on their childhood backgrounds, experiences growing up as Hmong women, educational journeys, career choices, cultural heritage, and family perception on education. Results, conveyed through narrative inquiry analysis of first hand experiences of participants, found three themes: self-actualization, educational value, and support system. Findings revealed certain factors within Cultural Capital and Social Identity do impact academic achievement. Self-Efficacy factors, such as the ability to achieve goals and complete tasks, contributed to academic achievement and goal attainment for participants.