Hmong Family Support
Family Support
Hmong parents are encouraged to be actively involved in every level of their children’s education starting from kindergarten through the 12th grade.
At home, Hmong parents should monitor time allowances for their children, check to ensure that their children have completed all assigned homework, and build a relationship with them (Lee & Green, 2008).
At school, Hmong parents should be aware of the courses offered at their children’s school to better help their children pick suitable courses to study, be involved in the decision-making to help improve their children’s school environment, and communicate with the school staff to be aware of the progression of their children (Lee & Green, 2008).
Family Support
Aside from parental …show more content…
support, Hmong students rely heavily on their older siblings for support in middle and secondary school (Lee & Green, 2008).
Older siblings are encouraged to challenge their younger siblings to do better than them, as some older siblings excelled in college while some older siblings did not do as well in college (Lor, 2008).
Supportive family members extend beyond parents and older siblings. Hmong students who got married before or during college found support from their partner and new family (Lor, 2008).
School Support
It is beneficial for educators, counselors, and school administrators to learn about the Hmong history and its influence on ethnic, cultural values and traditions, and linguistic identities to have a better understanding of how to assist the needs of Hmong students (Paik et al., 2014).
Educators, counselors, and school administrators who are more knowledgeable of the Hmong’s culture will build better rapport with Hmong families and the Hmong community, as parental involvement in school is crucial for the success of Hmong students (Lee & Green, 2008; Thao, 2003; Paik et al., 2014).
School …show more content…
Support
Educators should encourage and empower Hmong students to excel in school (Lor, 2008).
Counselors should express encouragement for Hmong students to do well in school, show Hmong students that they care by seeking Hmong students out, challenge Hmong students to do better, and advise Hmong students how to do better by providing them with resources (Xiong & Lam, 2013).
Hmong Students in the United States are successful as a result of their good work ethics, discipline, pressure received from their family to maintain family pride and honor, family expectations and obligation, and have clear goals of what they wanted to do after graduating from high school (Lee & Green, 2008; Supple et al., 2010; Vang, 2005).
Researchers stated that successful Hmong students preserve certain aspects of their Hmong culture and certain aspects of the mainstream American culture. Hmong students are encouraged to embrace “the practice of accommodation and acculturation without assimilation” (Lee & Hawkins, 2008; Vang, 2005, p. 32).
Many Hmong students understand the hardship, challenges, and sacrifices their parents have to overcome in order to give them a better life in the United States.
Several participants from Supple et al., (2010) and Lor (2008) explained that they are self-motivated and have the vision and drive to do well in school because they want to represent the Hmong community and because of their own personal life experiences.
Studies have recorded that the Hmong are “the poorest and most highly unemployed immigrants in the United States” (Su, Lee, & Vang, 2005, p. 482; Swartz, Lee, & Mortimer, 2003; Yang, 2003).
For this reason, Hmong high school students are encouraged to apply for financial aid, public assistance, work-study programs, scholarships, grants, and seek employment to help pay their postsecondary expenses (Lor, 2008).
A participant in Lor’s study (2008) stated, “Without financial aid, I don’t believe I would have made it. Regardless of how much I wanted to go to college and graduate, I couldn’t have made it without financial aid” (p. 47).
Further research exploring the experience and barriers Hmong K-12 students face in the United State to gain a better understanding of Hmong students, as well as to develop and implement appropriate strategies to help the increase the education, acculturation, and socioeconomic success in the Hmong
community.
More current study focusing on the educational attainment and achievement of Hmong students compared to past studies. Are Hmong students understanding the English proficiency and performing better in the American educational system? Or, are Hmong students still struggling to attain high educational attainment and achievement? If Hmong students are still struggling in the American education system, what new strategies and techniques can educators, counselors, and school administrators utilize to more effective help and improve the educational rates of Hmong K-12 students?
Hmong parents are encouraged to be actively involved in every level of their children’s education starting from kindergarten through the 12th grade.
At home, Hmong parents should monitor time allowances for their children, check to ensure that their children have completed all assigned homework, and build a relationship with them (Lee & Green, 2008).
At school, Hmong parents should be aware of the courses offered at their children’s school to better help their children pick suitable courses to study, be involved in the decision-making to help improve their children’s school environment, and communicate with the school staff to be aware of the progression of their children (Lee & Green, 2008).
Family Support
Aside from parental …show more content…
support, Hmong students rely heavily on their older siblings for support in middle and secondary school (Lee & Green, 2008).
Older siblings are encouraged to challenge their younger siblings to do better than them, as some older siblings excelled in college while some older siblings did not do as well in college (Lor, 2008).
Supportive family members extend beyond parents and older siblings. Hmong students who got married before or during college found support from their partner and new family (Lor, 2008).
School Support
It is beneficial for educators, counselors, and school administrators to learn about the Hmong history and its influence on ethnic, cultural values and traditions, and linguistic identities to have a better understanding of how to assist the needs of Hmong students (Paik et al., 2014).
Educators, counselors, and school administrators who are more knowledgeable of the Hmong’s culture will build better rapport with Hmong families and the Hmong community, as parental involvement in school is crucial for the success of Hmong students (Lee & Green, 2008; Thao, 2003; Paik et al., 2014).
School …show more content…
Support
Educators should encourage and empower Hmong students to excel in school (Lor, 2008).
Counselors should express encouragement for Hmong students to do well in school, show Hmong students that they care by seeking Hmong students out, challenge Hmong students to do better, and advise Hmong students how to do better by providing them with resources (Xiong & Lam, 2013).
Hmong Students in the United States are successful as a result of their good work ethics, discipline, pressure received from their family to maintain family pride and honor, family expectations and obligation, and have clear goals of what they wanted to do after graduating from high school (Lee & Green, 2008; Supple et al., 2010; Vang, 2005).
Researchers stated that successful Hmong students preserve certain aspects of their Hmong culture and certain aspects of the mainstream American culture. Hmong students are encouraged to embrace “the practice of accommodation and acculturation without assimilation” (Lee & Hawkins, 2008; Vang, 2005, p. 32).
Many Hmong students understand the hardship, challenges, and sacrifices their parents have to overcome in order to give them a better life in the United States.
Several participants from Supple et al., (2010) and Lor (2008) explained that they are self-motivated and have the vision and drive to do well in school because they want to represent the Hmong community and because of their own personal life experiences.
Studies have recorded that the Hmong are “the poorest and most highly unemployed immigrants in the United States” (Su, Lee, & Vang, 2005, p. 482; Swartz, Lee, & Mortimer, 2003; Yang, 2003).
For this reason, Hmong high school students are encouraged to apply for financial aid, public assistance, work-study programs, scholarships, grants, and seek employment to help pay their postsecondary expenses (Lor, 2008).
A participant in Lor’s study (2008) stated, “Without financial aid, I don’t believe I would have made it. Regardless of how much I wanted to go to college and graduate, I couldn’t have made it without financial aid” (p. 47).
Further research exploring the experience and barriers Hmong K-12 students face in the United State to gain a better understanding of Hmong students, as well as to develop and implement appropriate strategies to help the increase the education, acculturation, and socioeconomic success in the Hmong
community.
More current study focusing on the educational attainment and achievement of Hmong students compared to past studies. Are Hmong students understanding the English proficiency and performing better in the American educational system? Or, are Hmong students still struggling to attain high educational attainment and achievement? If Hmong students are still struggling in the American education system, what new strategies and techniques can educators, counselors, and school administrators utilize to more effective help and improve the educational rates of Hmong K-12 students?