Hmong Home-School Relations: Hmong Parents and Professionals Speak Out

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dc.contributor.authorAdler, Susan Matoba
dc.date.accessioned2018-07-31T00:20:40Z
dc.date.available2018-07-31T00:20:40Z
dc.date.issued2007
dc.descriptionModified from original accepted manuscript version to conform to ADA standards.
dc.description.abstractThis qualitative study of Hmongs in one Midwestern urban school district investigates the nature of home-school relations from the perspective of Hmong parents and educational professionals. The study incorporates par¬ent and staff surveys, in-depth interviews and some observations conducted at two elementary schools. It reflects the voices of Hmong parents and school personnel (teachers, administrators, and para-professionals) as they share their cultural orientations to teaching and learning. The findings indicate that there is a strong desire for Hmong families to maintain their cultural heritage and identity while acculturating into mainstream schools. Education is highly valued and parents support their children’s schools, but participation in school activities is difficult for many Hmong parents.
dc.format.extent34 pages
dc.identifier.citationAdler, S. M. (2007). Hmong Home-School Relations: Hmong Parents and Professionals Speak Out. In Park, Endo, Lee & Rong, (Eds.), Research on the Education of Asian and Pacific Americans. Vol 4, Asian American Education: Acculturation, Literacy Development, and Learning (pp. 77-104), Greenwich, CT: Information Age Publishing.
dc.identifier.urihttp://hdl.handle.net/10790/3516
dc.language.isoen-US
dc.publisherInformation Age Publishing
dc.rightsArticle is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
dc.titleHmong Home-School Relations: Hmong Parents and Professionals Speak Out
dc.typeBook Chapter
dc.type.dcmiText
prism.endingpage104
prism.startingpage77

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