American Studies PhD to Distinguished Scholar and Vice Chancellor: A Reflection by Chia Youyee Vang

Chia Youyee Vang is nothing short of a trailblazer. Vang was both a first-generation college student and the first Hmong American to complete a doctoral degree in American studies at the University of Minnesota. She sees her time in this program and research on Hmong refugee community-building reflected in her present work as Vice Chancellor for Community Empowerment and Institutional Inclusivity at the University of Wisconsin–Milwaukee. 

Although Vang’s pathway into university leadership wasn’t part of her initial vision, she never lost sight of the question at the heart of her work: “How should knowledge transform not only what we understand, but how we act?” And in her movements, Vang’s contributions to American studies, academic research across four continents, and commitment to 17 years of teaching at UW–Milwaukee directly align with her driving question.

Hers is a curiosity that asks new questions without looking for definitive answers; it’s embracing the urge to understand and combining it with a determination to take responsibility for one’s own learning. In this first-person reflection, Vang shares how she sees her experiences and lessons learned at UMN shaping the rest of her career.

Stepping into American studies

I was part of a cohort of thirteen, and I was the only student who was married with children. As a recipient of the Samuel and Sylvia Kaplan Graduate Research Fellowship in Social Justice, I was able to focus fully on my studies without the burden of financial concerns. I completed the program in four and a half years — becoming the first in my cohort to do so — and transitioned into a tenure-track position. It was a privilege to study at one of the country’s leading American studies programs under faculty who were distinguished scholars in their fields.

I approached my work with the understanding that those who admitted me and recommended me for the fellowship believed in my potential. Their investment in me reinforced my responsibility to make the most of every opportunity. That experience has deeply shaped my own advocacy for graduate students at UW–Milwaukee.

When I entered the program, my temporary advisor was Professor Riv-Ellen Prell. She and I discussed strategies for succeeding in graduate school as well as how to shape my research interests. I remember sitting with her at a coffee shop near campus, where we discussed the Jewish diaspora and how diaspora as a conceptual framework could be useful for my own study of Hmong refugee dispersal.

After taking Professor Jennifer Pierce’s course, which focused on preparing us for the professoriate — including the development of teaching statements — I asked her to serve as my official advisor. What I appreciated most was her commitment to building community among her advisees. She regularly hosted gatherings at her home, creating space for both intellectual exchange and collegial support.

The pillars of an extraordinary career

What I value most about American studies is that it allows students to bring their own identities and experiences into their academic work. In doing so, it creates space for scholarship that is both meaningful and connected to real-world issues. It is a field where my own community’s history and experiences are not only acknowledged, but studied with depth and respect.

As an undergraduate, I had limited opportunities to study Asian American or Hmong history, focusing primarily on U.S. and European history. It was not until graduate school in American studies that I was able to explore how Hmong and Asian American histories intersect with broader American and global narratives. My educational background and professional experiences have prepared me to teach in an interdisciplinary way that engages both academic inquiry and community issues.

I owe much to the many remarkable teachers who provided guidance as I embarked on my educational journey. I strive to do the same for my students by teaching critical thinking skills and emphasizing writing, revision, and class discussion as tools for serious reflection and learning. I treat them as active participants in their own education as well as contributing members of the community. I emphasize that each student is responsible for their own learning and that class time should not be used to rely on the preparation of others. I welcome questions and critiques, as they prompt all of us to reconsider what knowledge is, how it is produced, and whose perspectives are privileged.

Through thoughtful intellectual engagement, we move closer to a deeper understanding of any topic. At the same time, I make clear that I approach the study of history not as a search for definitive answers, but as a pursuit of better questions.

Roots we grow from

As Vice Chancellor, I work to cultivate a campus climate rooted in trust, transparency, and shared responsibility. My efforts focus on building community, expanding access to resources, and engaging faculty, staff, and students as partners.

I am guided by a belief in intellectual joy — the idea that when people are invited to think, explore, and imagine, institutions flourish. Much of my leadership has taken shape during moments of challenge, including the COVID-19 pandemic, the aftermath of George Floyd’s murder, and ongoing national and global tensions. These experiences have required thoughtful, responsive leadership and a commitment to listening, even in difficult moments. 

Grounded in my own experiences as a student who benefited from the generosity of others, I remain committed to advancing programs, partnerships, and resources that reduce barriers and expand opportunity. At its core, my work reflects an ongoing effort to align institutional practice with the values that first drew me to academic life: learning, community, and equity.

This story was edited by Deborah Sventek, an undergraduate student in CLA.