What affinity-related programs, clubs or organizations are you currently involved in?
My primary affinity-related commitment on-campus has been with the Hmong Student Association (HmSA). Since starting my undergraduate studies in 2019, I have been involved in HmSA and have held several leadership positions. My experience in HmSA has been invaluable and has greatly shaped my professional aspirations to work in higher education.
What role do you play in the program, club and/or organization? What resources have you shared with your affinity group(s)?
Throughout my undergraduate studies, I have taken on several leadership roles that allow me to support and empower students. My roles included Co-Community Activities Director (2019-20), Co-Education Chair (2020-21), Actuary (2021), and Big and Little Mentorship Program Coordinator (2022). As a graduate student now, my engagement with HmSA has shifted to reflect my capacity to help the next generation of leaders carry on the HmSA legacy as they continue to transform the club to meet the needs of the student body. During my time in HmSA, I have led multiple collaborations with other student organizations and community partners, as well as connected students to campus opportunities. I have also returned as an alumna to support the new leadership teams and have organized presentations for members focused on maximizing their undergraduate experience. This has included sharing additional academic opportunities such as study abroad and undergraduate research, time management strategies, networking tips, and mental health support. My goal is to help students navigate their college journey and contribute to creating a space where they feel connected and equipped to succeed academically and personally.
What do you see as the most significant challenges facing students in your affinity group, and how do you think they can be addressed?
The majority of Hmong students are first-generation college students, with a handful who are second-generation. I find that the most significant challenges facing Hmong college students include a lack of familial experience with higher education, which can lead to feelings of isolation and uncertainty. Cultural expectations and intergenerational conflicts further complicate the balance between academic commitments and family responsibilities. From my experience with my parents and interactions with Hmong elders through my community work, I have found that many Hmong parents lack an understanding of the value of community service and involvement, both of which are significant components of the college experience and student development. It is not that Hmong parents are unsupportive; rather, they are unfamiliar with the cultural context of these activities. Additionally, navigating the higher education system itself can be daunting without proper guidance or mentorship.
For instance, as a South Korea study abroad alumna, I have had countless conversations with Hmong students about studying abroad. It is intimidating, and the cost is a deterrent, compounded by cultural challenges related to family responsibilities. Hmong students are highly motivated and interested in study abroad and research, along with other high-impact practices, but many are simply unfamiliar with points of access and the perceived complexity of the processes involved.
To address these challenges, it is important for institutions to employ a multi-faceted approach that involves education, community engagement, and resource accessibility. This may include creating workshops for Hmong families to highlight the importance of community service, study abroad opportunities, and the benefits of involvement in higher education, which could help bridge that generational cultural gap. Secondly, mentorship and peer support programs would be impactful in building Hmong students’ sense of belonging and providing practical guidance from those who have navigated similar experiences. Additionally, there should be a centralized resource center to demystify application processes for opportunities like study abroad programs, scholarships, and community service initiatives. The final component, which I believe is essential for supporting Hmong students, is encouraging the development of Hmong identity and embracing Hmong culture on campus. By connecting with their heritage, Hmong students can tap into their community cultural wealth and hone tools to cultivate their dual identities.
All of this can be found in HmSA activities and events, such as our annual education conference for high school students, where we also host a parent night. However, more efforts are needed to expand and enhance such opportunities for Hmong student development. With all that said and done, I wanted to highlight that in my community involvement in HmSA and in local non-profit organizations like A Hopeful Encounter Inc. and Givers of Dreams Inc., I have witnessed time and time again the resilience and power of Hmong students. It is an honor that I have had the opportunity to witness the growth and success of many Hmong students. And I am grateful for the Hmong giants whose shoulders I stand on today as I navigate my journey. I hope that future articles would inquire and highlight the strengths we recognize in our affinity groups, rather than focusing on the challenges only.
What has been the most rewarding aspect of your involvement on campus?
The most rewarding aspect of my involvement on campus is being recognized by others—not in the sense of receiving merits or trophies for my accomplishments, but rather in gaining a platform to empower those around me and being seen as a resource, someone accessible to students, especially to fellow Hmong women.
What are some of the most valuable resources on campus you have used (ex. Career Development Center, Learning Center/Tutoring, Advising, etc.)?
Of all the resources on campus, I find myself utilizing the Graduate Student Success Center the most. The center provides support with graduate writing and data analysis, and I enjoy the private space that tends to be quieter than other areas in the library. I have gained multiple graduate-specific scholarship opportunities through the center. Additionally, I frequent the Student Cupboard and the Good Evening commuter events, which provide free food for Fresno State students. Fresno State’s student cupboard was also incredibly helpful in my process of applying for CalFresh. Lastly, I have utilized the Career Development Center multiple times for resume and cover letter reviews.
What would you say to other students who may hesitate to use the resources available on campus?
Similar to the stigmatized culture associated with seeking mental health counseling, using resources is not a sign of weakness or being underprivileged; it is okay to need those free services and to ask for them. I often use the example of growing up when I had to translate for my parents and ask for things—an experience many of my bilingual peers can likely relate to. This translated into navigational capital. You already have the tools to take initiative and be resourceful, so tap into them; the difference now is that when you utilize resources, it is not for survival but for thriving.
As a current graduate academic advisor, I find that most of the students I meet with do not know about the available resources or feel uncomfortable taking that first step. I often tell them, “If you’ve got a dumb question, I’ve got a dumb answer.” As nuanced as it sounds, the first step is to ask for support in exploring resources and understanding how to access them. You don’t know what you don’t know until you inquire further. This pattern is not specific to Hmong students, let alone first-generation students. Higher education itself is a complex system, and even I, as a graduate student, or my direct supervisor, still need to ask for clarification and guidance from others.
One tip I would give to students is to recruit a friend to accompany you. I find that when I confront challenges or enter unfamiliar spaces with others, I feel less anxious and intimidated. This is why peer support and mentorship, along with establishing a sense of belonging on campus, can help cushion the challenges associated with resource access. Student organizations like HmSA provide a safe space for students to foster mentorship relationships, gain exposure to community engagement opportunities, and connect with campus and community resources.