Case study: School principals' cultural connections with Hmong parents
Author(s):
Xiong, Tong
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : The University of Wisconsin - Milwaukee, 2011.
Pages:
174
Language:
English
Abstract:
The purpose of this qualitative research was to explore how school principals' perceptions of the Hmong culture influence their ability to connect and engage with Hmong parents and community, and provide support for teachers and students to improve Hmong students' learning. The goal was to explore the principals' experience when working with Hmong students, and especially to investigate how principals make meanings of their experience, in particular with regards to diversity. How do principals initiate dialogue and discussion between themselves and Hmong parents and students? How do principals promote inclusive instructional practices within schools that encourage students and teachers to learn and respect each other's culture? How do principals build connections between schools and Hmong communities as a whole? The findings provided insight into accountability, leadership, involvement, relationship building, and decision-making in the context of cultural diversity. Cultural connections help school leaders better communicate with parents and understand the challenges experienced by traditional Hmong parents. Nine principals from three different school levels–elementary, middle school, and high school–were interviewed. In addition to the interviews, school and student information, such as enrollments including students' socioeconomic status and English proficiency levels, were extracted from school websites and from the Wisconsin's Information Network for Successful Schools (WINSS). Case study was used as a research design because the main objective was to explore the principals' perceptions of Hmong culture and how that influences their experience. The findings indicate that principals who are more familiar with the Hmong culture tend to have better connections with Hmong parents. They have better connections because they are aware and are sensitive to cultural differences between themselves and Hmong parents. Secondly, principals who embrace cultural differences utilized the resources surrounding their school and in the community. They find time to promote and participate in cultural events. Thirdly, the principals who are more familiar with the culture tend to make their instructional practices more inclusive to reflect the language diversities in their school. Finally, findings indicate that all principals lacked sufficient multicultural education training and, therefore, it also affected their ability to support and mentor their teachers to become more culturally competent.