A Grounded Theory of Hmong Male College Students Gender Identity Development

Abstract

Using a constructive grounded theory, the purpose of this study was to examine the process of Hmong male college students’ gender identity development. We examined how Hmong male college students experience their male identity by using Edwards and Jones’ (2009) grounded theory of college men’s gender identity development framework. The grounded theory of college men’s gender identity development theoretical model is structured around the metaphor of a mask (Edwards & Jones, 2009). In order to understand Hmong college men’s conceptions of themselves as men, we recruited 10 Hmong college students to participate in interviews. The results of this study suggest that, over time, participants experienced a process of learning societal expectations, trying to meet the expectations of two different cultures, and finding a balance between both cultures and what it means to be a Hmong man.