A STUDY OF THE ADAPTATION OF HMONG FIRST, SECOND AND THIRD GRADERS TO THE MINNEAPOLIS PUBLIC SCHOOLS (ACCULTURATION, MINNESOTA)
Author(s):
Lemieux, Renee E.
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : University of Minnesota, 1985.
Pages:
115
Language:
English
Abstract:
The purpose of this study was to investigate which variables or set of variables (psychological, psychosocial stressors, cognitive ability, language proficiency or sociocultural-demographic) seem to be the best predictors of a Hmong child's perceived level of adjustment to the Minneapolis Public Schools. The Hmong population was selected for this study because of the significant number of Hmong who have resettled in Minneapolis, as well as the uniqueness of their background and reasons for relocating. Sex differences and parental expectations and attitudes were also explored. The study was conducted with 52 Hmong first, second and third graders (29 males, 23 females) who were randomly selected from the total Hmong population (145 first, second and third graders) enrolled in one of the four Minneapolis Public Schools offering both English as Second Language (ESL) and bilingual instruction. Each student was first rated by his/her ESL, bilingual and physical education teacher, using the Perceived Level of Adjustment Rating Form (used as the dependent variable). They also completed a standardized behavioral rating form on each subject. Parent interviews were then conducted by a trained Hmong interpreter and a nonverbal cognitive ability test was administered either by the author or by a female research assistant. The Self Observation Scales was also administered and background information collected from the child's health and cumulative files. Data analyses were conducted using t-tests, correlational and stepwise multiple regression procedures. Data were collapsed in order to establish five independent variables. Results indicated that the child's cognitive ability level (Kaufman Assessment Battery for Children-Nonverbal) was the best predictor of a child's perceived level of adjustment. This finding must be viewed cautiously because of the lack of standardization using this measure with non-English speaking children and the significant correlation between time in country and cognitive ability. Also significant was the correlation between language proficiency and the self observation score. No significant sex differences were found on any of the psychometric measures used. A discussion of these and other related findings explored issues of methodology, teacher and interpreter variables, the complexity of the adaptation process and implications for intervention.