Abstract
This study quantitatively examined 121 Hmong parents’ self-efficacy, expectations, and cultural values relative to their educational encouragement of their undergraduates. Differences of relationships between parents’ self-efficacy and encouragement were yielded for father-son and father-daughter pairings as well as mother-son and mother-daughter pairings, respectively. Parental self-efficacy emerged as a positive predictor of parental educational encouragement as well as mediated the relationship of expectations and encouragement. Limitations, future research, and implications are discussed.
Highlights
This study quantitatively examined 121 Hmong parents’ self-efficacy, expectations, and cultural values relative to their educational encouragement of their undergraduates
Hmong Americans’ educational attainment is low compared to other Asian ethnic groups (Reeves & Bennett, 2004), in part a function of age (i.e., 42% of Hmong are under the age of 18) and immigration (i.e., Hmong parents who immigrated came without formal education) (U.S Census Bureau, 2010), despite their high expectations to succeed educationally
Most Hmong parents in U.S are without formal education and as a result have little to no contact with the college system other than through their sons and daughters who are students in the education system (Her et al, 2012)
Summary
This study quantitatively examined 121 Hmong parents’ self-efficacy, expectations, and cultural values relative to their educational encouragement of their undergraduates. In matching the needs of Hmong students, the approach was applied to Hmong parents and the processes by which they provide psychosociocultural educational encouragement for an undergraduate son/daughter who is attending a 4-year university. Given that one-third of Hmong Americans have less than a high school diploma (U.S Census Bureau, 2010) and Hmong parents often have substantial expectation for their sons/daughters to succeed academically in higher education (Lee, 2007; Lor, 2008; Swartz et al, 2003; Thao et al, 2010), assessing how parental self-efficacy influences their educational support is warranted. In a qualitative study with Hmong undergraduates, participants’ narratives revealed they experienced familial encouragement as both “responsibility and pressure”
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