Student Leadership in Higher Education: A Phenomenological Study Examining the Experiences of Hmong Student Leaders in Higher Education

Abstract

This thesis is a phenomenological investigation of the lived experiences of six Hmong student leaders enrolled in a public four-year institution of higher education. Specifically, the study examined student leadership development among this population of students and sought to determine patterns of responses in their leadership experiences. Using Braun and Clark's (2006) Thematic Analysis to examine the data, four patterns emerged. First, the participants discussed the importance of developing key skills. Second, participants discussed the ways in which their leadership experiences contributed to their feelings of belonging and community development on campus. Third, participants discussed their experiences navigating multiple identities and social roles. Fourth, participants discussed the ways in which they used their leadership experiences as a means to facilitate social action leading to equitable outcomes. The findings also strongly suggested that race and ethnicity was a significant factor in the participants' student leadership development.