Hmong parenting practices in transition: A participatory study
Author(s):
Howard, Katsuyo Kunugi
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : University of San Francisco, 1996.
Pages:
176
Language:
English
Abstract:
This dissertation explores the parenting practices of college-educated young Hmong parents. It examines the specific areas of parenting practices and the parents' reflections concerning the transmission of their traditional culture to their children, the external influences on their parenting practices, and their insights into addressing issues in the community. The methodology used was participatory research which is based upon empowering the participants through dialogue, reflection, critical analysis, and action. This study describes the phenomenological changes of human awareness and action through a collaborative and dialogical retrospective process between the researcher and participants (co-researcher). Two individual dialogues and one group dialogue were conducted with 6 college-educated Hmong parents in Fresno, California. Each dialogue was taped and transcribed. These transcriptions were presented to the participants for review, reactions and reflections for a final individual review. The common themes derived from individual dialogues were also discussed with all participants as a group, for their reflection and critical analysis. This group dialogue brought collective knowledge and insight concerning issues regarding current parenting practices and the future direction for education in the Hmong community. The study provided new knowledge of the transitional process of parenting practices of college-educated Hmong parents, who have defined their unique roles and positions in their family, their extended family, their own community, and this society. Changing family structure, role, and relationship have forced significant changes in attitudes, behaviors, patterns of child-rearing practices, and maintenance of Hmong culture and tradition. Their own education and success in this society were identified as critical factors that influence the parenting of Hmong American children. This participatory study contributes phenomenological data regarding the integration of the traditional Hmong and American parenting practices by college-educated Hmong parents. It also points out specific educational approaches to help schools, Hmong community, and service providers work more effectively with Hmong parents who have been made to go through diverse transitional stages in this society.