Influence of Perceived Parental Involvement on Hmong Children’s Academic Performance

• Main Authors: Zha Blong Xiong, Kyle Nickodem, Jordan St. Charles, Sun-Kyung Lee, Jacqueline Braughton, Chen Vue, Nancy Lo
• Format: Article
• Language: English
• Published: Hmong Studies Journal 2019-12-01
• Series: Hmong Studies Journal
• Subjects: hmong american families; parental involvement; hmong education
• Online Access: https://www.hmongstudiesjournal.org/uploads/4/5/8/7/4587788/xiongetalhsj20.pdf

The purpose of this study was to examine what predicted parental involvement based on children’s report and whether parental involvement serves as an advantage to children’s math and reading abilities and academic performance. This study included 380students (179 boys and 201 girls) in 3rd, 4th, and 5thgrades from five Hmong-focused charter schools in Minnesota. It was found that gender, number of siblings, and temperament were predictive of home-based parent involvement, while ethnicity, temperament, and language spoken with parents was predictive of school-based parent involvement. Subsequently, school-based parent involvement was predictive of children’s self-report academic competence and academic performance.Overall, the model explains 8.3% and 21.7% of the variation in home-and school-based involvement, respectively, and explains 11.9% and 4.1% of the variation in reported academic competence and academic performance, respectively. The study ends with some implications and future research with Hmong students and parents