First Advisor

Yer J. Thao

Date of Publication

Summer 7-26-2016

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Curriculum & Instruction

Language

English

Subjects

Hmong American families -- Northern California -- Case studies, Elementary education -- Parent participation -- Northern California -- Case studies, Multicultural education, Charter schools -- Northern California -- Case studies, School administrators -- Attitudes, Elementary school teachers -- Attitudes, Hmong Americans -- Attitudes, Parenting

DOI

10.15760/etd.3100

Physical Description

1 online resource (ix, 178 pages)

Abstract

Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system.

This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups.

The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.

Rights

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Persistent Identifier

http://archives.pdx.edu/ds/psu/18079

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