“A professor genuinely cared about me”: The Role of Faculty on Hmong American College Student Success

Abstract

This qualitative study used Harper’s (2012) Anti-Deficit Achievement Framework to explore the role of faculty in Hmong American college students’ success. Trajectory analysis statements from 26 students in The Hmong College Student Success Project were examined to understand what types of faculty-student interactions supported their college achievement and post-college success. Findings highlight the importance of faculty-student interactions that students perceived as genuine care, proactive encouragement and support, and both formal and informal mentoring. Participants identified these types of interactions as critical to their persistence, graduate school enrollment, and career readiness. The author concludes with implications for future research and practice that can increase faculty-student interactions and success among Hmong American college students.