How Hmong adolescents experience parental involvement
Author(s):
Ly, Maydeu
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : Capella University, 2006.
Pages:
115
Language:
English
Abstract:
The purpose of this study was to explore Hmong adolescent's experiences of parental involvement and support of academic achievement in order to better understand the academic achievement of Hmong children. Ten 14- to 16-year-old Hmong adolescents from a Saint Paul public high school were randomly chosen from a selected group of eligible students to participate in the study. Qualitative data were collected through episodic interview, a form of inquiry in narrative research. Narrative analysis was used to analyze the data to obtain personal accounts. The results of this study indicated that Hmong parents are involved in their children's education in various ways. However, the parental experiences of Hmong adolescents are marked by a high level of educational trust and a low level of social trust. When it comes to education, Hmong parents trusted that Hmong adolescents will help themselves obtain an adequate education; however, when it comes to social development, parents gave little trust. Hmong adolescents' experiences of parental involvement are also influenced by other relationships. Sibling influence and peer influence were found to have a profound impact on the educational experience of Hmong adolescents.