Effects of Different-Race Exposure in School and Neighborhood on the Reading Achievement of Hmong Students in the United States

Abstract

Based on analyses of 1,622 Hmong adolescents in a large urban school district, we illuminate a positive association between school differentrace exposure and Hmong limited English proficient students’ reading achievement. However, we also note a negative association of neighborhood different-race exposure with Hmong students from low socioeconomic status (SES) backgrounds. These findings suggest that even if school differentrace exposure opportunities are developed through racially diverse schools, this does not necessarily lead to desirable interracial social ties between Hmong students and mainstream English-speaking students. Rather, Hmong students from low SES backgrounds are more likely to benefit academically when they reside in predominantly Hmong neighborhoods.