Abstract
Only a hand full of researchers have studied the Hmong population in the United States. As one of the lowest academic achieving ethnic groups among Asians, the Hmong students' educational experience is a study worthy to examine. The purpose of this thesis was to study the Hmong student experience in higher education. Specifically, what are the social capital and cultural resources that these students utilize during their academic journey? Social capital theory and the intersectional system of inequality (race, gender, and class) guided this research. Data was collected from Hmong students on the CSUS campus using in-depth interviews. The results from my research showed that the intersectionality of race, gender and class affects the academic success of the students. On the other hand, different type of social capitals or the resources that a student utilizes play an important factor in their education. The male students tended to bring up their gender role more so than their female counterparts.