Characteristics of Hmong immigrant students: The response of a university/elementary school collaboration

Childhood Education, 2001 by Watson, Dwight C

Response to Family Characteristics:

Strengthen Family/School/

Community Relationships

As U.S. society becomes more globally inclusive, relationship building is essential if schools are to create effective learning environments for all students (Borman, 1998; Stanley, 1992; Weil, 1998). The Hancock/ Hamline University Collaboration Magnet School honors the traditions of the Hmong and seeks to make better connections with the families. The school continuously works to build a rapport through programs that foster community involvement. In general, "schoolfamily-community partnerships grow stronger with increased levels of commitment" (Epstein, Coates, Salinas, Sanders, & Simon, 1997, p. 111). This premise guides the family and community programs at H/ HUCMS. Hmong parents, who still value large families, want to find schools to which they can send all of their children, and are therefore very selective. To navigate the rigors of school admission, H/HUCMS provides workshops in the community that prepare parents to register their children in school, get their children properly immunized, and complete federal forms for school lunch support.

The Hmong students who attend the school come from families that are strongly tied to their native language. The Hmong language, in most cases, is still the language spoken first in the home, and so kindergartners typically enter school speaking fluent Hmong, but only some English. The lack of English proficiency is an initial barrier for these young students. To support the Hmong students' English language development, the students participate in the English Language Learners (ELL) program. These students receive 45 minutes of instructional assistance per day from ELL instructors. During special projects, the ELL instructors work within the regular classroom in cooperation with the classroom teacher to support the ELL students.

The lack of English proficiency is also a barrier to those Hmong families that feel daunted by the notes and other documents sent home from school. Hancock elementary school's personnel strongly believe, however, that it is important to have the parents as actively involved as possible. Therefore, to assist the Hmong families, the elementary school has approximately one Hmong interpreter for each grade level, from K-6. The interpreters work directly in the classroom with grade level teachers. They also translate written documents and parent correspondence in Hmong so that the parents can stay abreast of school functions. A special Hmong Parent Teacher Organization (PTO) allows Hmong parents to talk openly about their children's academic and cultural needs.

Even though traditional Hmong society is highly patriarchal, the process of schooling, as in most cultures, is the domain of the women (Haymes, 1995; Kincheloe & Steinberg, 1997; Yao, 1998). Hmong women believe it is essential that their children be exposed to other cultures in the community. They want their children, especially their daughters, to realize that they have opportunities beyond marriage and having large families. According to Springate and Stegelin (1999), "Cultural practices, languages, laws, and values characterize the socio-cultural environment. Humans within a society must decide what is important for maintaining not only the quality of life for individuals and families, but also the functioning of the community and society" (p. 33). The Hmong family is the keeper of the culture; nevertheless, they want their children to experience others' cultural practices, and so they value the school as the conduit through which these crosscultural connections can take place.