Soua Xiong, Ph.D., (he/him/his) is currently an Assistant Professor in the Department
of Counselor Education and Rehabilitation and Coordinator of the Student Affairs and
College Counseling program at California State University, Fresno. He was selected
as one of 15 Emerging Scholars by Diverse: Issues in Higher Education who represent the future of the academy in 2021 and is a past President of the California
College Personnel Association, the California state chapter of ACPA-College Student
Educators International.
Dr. Xiong's research focuses primarily on topics related to college student success.
To date, his research has focused on Southeast Asian American college students, engagement
of male students of color, and support services for underserved students. He has produced
16 scholarly publications and his research has been cited more than 240 times. Currently,
his research is focused on the experiences and outcomes of Hmong students in higher
education.
Dr. Xiong has more than 17 years of higher education experience as a student affairs
practitioner, researcher, and faculty member. As a student affairs practitioner, he
has experience in outreach and recruitment, advising, and counseling for TRiO and
other educational opportunity programs. Prior to his faculty appointment, he served
as a Research Associate for the Community College Equity Assessment Lab (CCEAL) at
San Diego State University.
Dr. Xiong is a first-generation Hmong American college graduate and the first in his
family to complete a bachelor, master, and doctoral degree. He is a Fresno native
and earned his B.A. in Psychology and M.S. in Counseling and Student Services from
California State University, Fresno. He completed his Ph.D. in Higher Education and
Student Affairs from the Joint Doctoral Program between Claremont Graduate University
and San Diego State University.
Research Interests
- Southeast Asian American college students
- Male students of color in postsecondary education
- Support services for underserved students in higher education
Current Research
- The Hmong College Student Success Project: Guided by Harper's (2010) anti-deficit framework, this national study is using qualitative methods to explore the factors that positively shaped the experiences
and outcomes of Hmong students in higher education.
Xiong Research Group
- The purpose of this research group is to develop a community of scholars with shared
research interests and goals in addressing inequities in educational outcomes and
experiences among Hmong American college students. I provide an opportunity to participate
in research for select graduate students in the Kremen School of Education and Human
Development.
- As part of The Hmong College Student Success Project, the research group is currently conducting a retrospective trajectory analysis exploring factors that allowed Hmong students
to access, thrive, and succeed in higher education.
Dr. Soua Xiong's
Curricula Vitae
Google Scholar
Selected Publications
Xiong, S. (2021). Beyond providing access to services for Southeast Asian American community college
students: The critical role of providing access to caring and validating agents. Journal of Applied Research in the Community College, 28(1), 83-98.
Xiong, S., Lorchueya, J., & Lor, D. (2020). Counseling Southeast Asian American male
students: Insights from community college counselors. Journal of Student Affairs, 29, 60-73.
Xiong, S. (2019). Access, use, and efficacy of campus services among Hmong American
community college students. Journal of Applied Research in the Community College, 26(1), 73-88.
Xiong, S., Allen, C., & Wood, J. L. (2016). The role of community college counselors
as validating agents on men of color student success. Community College Journal of Research and Practice, 40(6), 558-561.
Xiong, S., & Lam, S. K. Y. (2013). Factors affecting the success of Hmong college
students in America. British Journal of Guidance and Counselling, 41(2), 132-144.
Xiong, S., & Lee, S. E. (2011). Hmong students in higher education and academic support
programs. Hmong Studies Journal, 12(1), 1-20.
