2026-09-21T10:01:12Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/78764 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Anderson, James D. Anderson, James D. Trent, William Baber, Lorenzo Hill , Jacquetta Saenghong, Nannaphat 2015-07-22T22:45:44Z 2015-07-22T22:45:44Z 2017-07-23T09:15:38Z 2015-05 2015-04-22 2015-5 This study focuses on first-generation college students of highland ethnic minorities, formally known as “hill tribes,” who have languages and cultures very different from mainstream Thais. Little is known about college attendance among these students, and the Thai government collects no statistical data on these populations. This study asked the following questions. What are the key determinants that support college access for first-generation highlander college students? How do students perceive the role of ethnicity in relation to their college access? What significance does higher education have for highlander students, families, and ethnic communities? Among the relatively few first-generation highlander college students, I chose to study young people of Hmong, Karen, Lahu, Akha, and Mien ethnic backgrounds attending a public university in Chiang Mai, Thailand. Using a qualitative inquiry and life history approach, I conducted interviews, participant observation, focus group interview, and document analysis. The analysis indicated five key determinants contributed to the students’ successful college access: parental support, significant others, students’ resilience, student loans, and a college admission quota for highland ethnic minorities. Next, the findings indicated that highland students viewed that ethnicity provided them with both advantages and disadvantages. Lastly, the findings indicated that higher education was perceived to provide benefits in three different ways. The study also spelled out the implications for educational policies and practices that could create more equitable opportunities in college access and could address the issue of ethnic harassment experienced by highlander students. Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2017-05-01 The student, Nannaphat Saenghong, accepted the attached license on 2015-04-21 at 15:21. The student, Nannaphat Saenghong, submitted this Dissertation for approval on 2015-04-21 at 15:29. This Dissertation was approved for publication on 2015-04-22 at 16:47. DSpace SAF Submission Ingestion Package generated from Vireo submission #7979 on 2015-07-22 at 14:25:58 Made available in DSpace on 2015-07-22T22:45:44Z (GMT). No. of bitstreams: 2 SAENGHONG-DISSERTATION-2015.pdf: 2179734 bytes, checksum: e5e8c47a8070c3090e770950974f4b0d (MD5) LICENSE.txt: 4216 bytes, checksum: 6b73572d4a1cf6e371c104e0ae0de6bd (MD5) Previous issue date: 2015-04-22 Embargo set by: Seth Robbins for item 80005 Lift date: 2017-07-22T22:46:21Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Limited Restriction Lifted for Item 80005 on 2017-07-23T09:15:38Z. application/pdf http://hdl.handle.net/2142/78764 en Copyright 2015 Nannaphat Saenghong college access higher education hill tribes highland ethnic minority College access for first-generation highlander college students of northern Thailand text text Educ Policy, Orgzn & Leadrshp Educational Policy Studies University of Illinois at Urbana-Champaign Dissertation Ph.D.