AAPI Nexus: Policy, Practice and Community

Language minority students, many of whom come from low socioeconomic backgrounds, confront multiple obstacles to academic success and advancement. Yet the intersection between language minority students’ K-12 experiences and their potential to obtain higher education remains understudied. This paper examines how a set of institutional processes and practices— state-mandated classification, testing, and tracking—operates to systematically limit language minority students’ access to college-preparatory curricula. Using data from interviews, this study investigates Hmong American high school and college students’ experiences in English language development and mainstream academic tracks, as well as their perceptions regarding access to college preparatory courses. The evidence suggests that students tracked in English Language Development curricula not only have limited access to key resources, such as college preparatory courses, but also hold lower aspirations about college, compared to those who are in college preparatory tracks. The limitations of this study and implications for future research are discussed.