Xiong, Xong2018-08-142018-08-142018-04https://hdl.handle.net/11299/199073University of Minnesota D.Ed. dissertation. April 2018. Major: Education, Curriculum and Instruction. Advisor: Lynn Brice. 1 computer file (PDF); viii, 186 pages.For thousands of years, Hmoob culture and traditional knowledge survived by being passed down orally from one generation to the next through sacred ceremonial songs, poetry, gatherings, and folklore. For oral cultures, languages becomes an important vehicles in the passing of one’s culture, especially from the Elders to the youth (Thao, 2006). This phenomenological study draws upon Indigenous methodologies and adaptation of grounded theory (Smith, 1999; Creswell, 2013; Kovack, 2010). The research seeks to understand 1) the perceptions of Hmoob youth of their language; 2) the relationship Hmoob youth have to their language, and 3) what they believe are barriers to Hmoob language acquisition. The research found that Hmoob youth cared deeply about their language and culture and believe barriers to language acquisition includes racism, bias curriculum, and the pressures to assimilate and conform. The research also found that Hmoob youth have many questions, and concerns regarding the survival, revitalization, and maintenance of their language. The recommendations are for the Hmoob community, cultural workers, practitioners of Hmoob language and schools.enHmong CultureHmong LanguageHmoobRacismThesis or Dissertation