Abstract
Utilizing the standpoint approach, eight Northern California high school Hmong students were interviewed regarding their educational experience and aspirations. Social Capital Theory was used to frame the findings from this research. Findings based on semi-structured interviews suggested that social capital, particularly in regards to relationships and networks played an important role in the educational experience and aspirations of Hmong students. Relationships with families, peers, teachers and counselors as well as memberships and relationships developed in clubs impacted the educational aspirations and experience of Hmong students. However, students identified racial segregation on campus and moving as interruptions to establishing such potential networks.