The Centrality of Culture in Hmong Parental Supports

Abstract This qualitative study looked into the parental academic support Hmong parents provided to their children and whether generational differences amongst Hmong parents influenced the support Hmong parents provided. Interviews were held online through Zoom with seven Hmong parents. The following research questions guided this study: 1. How do Hmong parents support their children academically? 2. Are there generational differences in Hmong parental support; if so, how do those differences affect the types of support that parents provide their students? The research questions allowed Hmong parents to share the different ways in which they provided academic support at home and provided insight into the values and beliefs that guided academic support. The conceptual framework for this study drew upon Bronfenbrenner’s ecological systems theory to understand the social interactions between parents and students and how those interactions influence academic performance. The framework also recognized larger cultural influences that guided parent behavior and how those cultural values may affect the way in which parents and students interact. A review of the literature showed a history of deficit perception towards Hmong parents, the continued portrayal of Hmong students as a model minority, and the range of academic struggles and achievements of Hmong students since their arrival in the United States. Additionally, the literature review explains the paradox Hmong parents and students occupy under the Asian umbrella. Qualitative coding occurred in two cycles. Initial coding drew upon preset codes gleaned from the literature and first impressions of interview transcripts done in vivo. For the second cycle, codes were grouped into categories and distilled into themes. The most relevant themes from the seven interviews were parent-teacher role, narrative storytelling, and modeling. The first finding was that Hmong parents assumed a parent-teacher like role when providing academic support to their students. In this capacity, Hmong parents implemented routines that consisted of structured schoolwork, dinner, and bedtime rituals. During schoolwork parents provided direct academic support through assessing, reviewing, and re-teaching content. The second finding was that Hmong parents used narrative storytelling to convey expectations. Hmong parents told personal stories from their lived experiences and borrowed stories from relatives as a means to instill the value of persistence and to motivate their students academically. The last finding was that Hmong parents model expected behaviors. Hmong parents attended school functions, and at home worked alongside their children. Hmong parents also modeled their expectations through their life choices. Hmong parents’ high expectations and the desire for their children to be good citizens are at the core of what drives Hmong parents to assume a parent-teacher role, use narrative storytelling, and model behavior. The final chapter outlines implications of this research on policy, practice, and future studies. As schools continue to bridge the achievement gap, it will be coupled with calls to promote parental engagement. The policy, practice, and future research inquiries can help guide schools to better understand parental academic support from the perspective of Hmong parents