Hmong parents' perceptions toward their children's education in Minneapolis, Minnesota

Abstract

This study was to explore Hmong parents’ perceptions toward their children’s education and their participations in school meetings. The survey instrument was designed by the researcher. The instrument was divided into three section as: general information, parents’ attitudes, and parents’ participation The survey participants were 93 Hmong parents at a meeting of Hmong Minnesota Incorporated, Minneapolis, Minnesota. Thirty eight percent of the respondents were male and 61% were female. Eighty one percent of the respondents were married. Fifty four percent of the parents had no formal education, and 45% of the parents had an elementary education up to a four year college degree. Eighty two percent of the respondents were employed full-time and part-time, and 17% were the homemakers and students. Respondents were asked to respond to the attitude statements and participation statements on a Likert scale. Mean, standard deviation, t-test, ANOVA, and Student-Neuman-Kuels tests were used to compute the difference on parents’ attitudes and participation based on several independent variables. On the attitude section, Hmong parents strongly agreed that their children’s education was very important to succeed. On the participation section, the activities that respondents involved the most were: (I participated in school meetings regarding my children) and (I help their children with homework”. T-test was also used to determine the difference on parents’ attitudes and parents’ participation based on their gender. Hmong fathers had more positive attitudes toward their children’s education than Hmong mothers. On the participation section, mothers were more involved in helping children with their schoolwork, and participate with school meetings more than the fathers. A t-test was also used to determine the significant difference on parents’ attitudes and participation based on the level of parents’ education. Parents who had no education and an elementary education agreed that education is more important than those with a high school or college education. On the participation section, parents with and elementary education or less had very limited English skills to participate in school meetings and lacked of English skills to help their children with homework. There were no significant difference on parents’ attitudes based on employment status. Parents employed full-time and part-time helped their children more frequently with homework, called and talked with their children’s teachers more, attended school meetings more than those who were not employed. The study showed that parents who lived in the United States less than nine years had a more positive attitude toward their children’s education than the parents who lived in the U.S. nine years or more. On the participation section, parents who lived in the U.S. ten years or more were able to participate with children’s school work and school meetings more than those parents who lived in the U.S. nine years or less.