The family characteristics, parenting methods, and parental education philosophies, experiences, and expectations of Hmong parents and children

This study’s objectives were to compare and contrast the general family characteristics, parenting methods, parental involvement philosophies, parental involvement experiences, parental education expectations, and family cohesiveness of responses between higher and lower academic achievement of Hmong high school senior students and their parents living in Wisconsin. The Hmong senior students were classified into either higher or lower academic achievement groups based on their high school cumulative grade point average (GPA). Five students from each group were randomly selected, and a qualitative method was used to interview the students and both of their parents. The data were compared and contrasted between the two groups to discover the patterns between the two levels of high school achievement. The findings found uncovered various similarities and differences. The parents of the higher academic achievement students were younger, had higher levels of education, and had better relationships and trust with the children at home. However, parents from both groups did not have any written rules for their children to follow at home; they were mainly involved in their children’s education in elementary and middle school, but not in high school; and they did not have any specific goals regarding educational level, career, or schooling for their children after high school completion.