Abstract
Despite the numerous research studies on students of color and the science, technology, engineering, and mathematics (STEM) pipeline in U.S. public schools, the literature is sparse when it comes to supporting Hmong students in STEM. Hmong is one Asian American ethnicity in the US. The number of Hmong students pursuing STEM degrees and careers is low, and the Hmong college graduation rate trails behind the U.S. average for all Americans. One implication for low STEM achievement and graduation rate is that Hmong Americans have a lower median household income compared to the U.S. median for all Americans. Supporting Hmong students to pursue STEM is important so they will be able to have high paying careers. STEM careers have higher average pay than the average pay for all careers, helping to raise the socioeconomic status of Hmong households. Having Hmong in STEM would help diversify the field since there is high underrepresentation of people of color in STEM. The purpose of this study is to explore the experiences of Hmong high school students in a STEM career academy, which support their interest toward STEM degrees and careers. The data was gathered from documents and structured interviews with eight high school seniors at a Northern California high school. Findings suggest that various experiences with the classes, teachers, academy support staff, academy curricular activities, extracurricular activities, and peers supported Hmong students in their academic achievement and STEM after high school, while connecting Hmong students to their family, parents, culture, and identity.