Hmong Youth: What do we know about them?

1. Hmong Youth: What do we know about them? Zha Blong Xiong, Ph.D. Associate Professor Family Social Science College of Education and Human Development University of Minnesota

2. Hmong Resettlement in the United States, 1975-1994 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 1975- 1976 1977- 1978 1979- 1980 1981- 1982 1983- 1984 1985- 1986 1987- 1988 1989- 1990 1991- 1992 1993- 1994

3. Hmong families in Minnesota • During the past three decades, Hmong have made significant progresses: • Public assistance dependency changed from 71% in 1990 to 34% in 2000; • Poverty rate was down from 60% in 1990 to 38% in 2000; • High school completion rates increased from 37% to 47% at the same period; • Rates of homeownership changed from 0% in 1980 to 39% nationally and 54% in Minnesota in 2000; • And educational attainment with a bachelor’s degree or higher rates jumped from 4% to 8%. Source: Grover & Todd, 2004; Thao & Pfeifer, 2004.

4. Hmong families in Minnesota • Hmong are among the poorest citizens in the Twin Cities (median household income of $35,917 vs. Caucasian ($56,642) and other Asians ($51,948). • Their median home value of $93,200 is the lowest compared to other racial and ethnic groups’ home value (Mind the Gap, 2005). • Approximately 47 percent of the Hmong adults were not in the labor force compared to 29 percent Minnesota adults (2000 Census). • Only 4 percent of the Hmong in the Twin Cities have jobs in high-paying occupations, with annual salaries ranging from $60,000 to $97,000 vs. Asian (24%) and Caucasian (20%).

5. The largest Hmong population is under the age of 19 years old 48% 32% 31% 22% Note: Youthful refers to the percentage of children between ages 5-19. Source: Star Tribune (2002, April 10).

6. School Enrollment in 2000

7. Total sample size for the study

8. Total sample size for the study

9. Segmented Assimilation Theory Diverse Paths of Adaptation Assimilate to the middle-class, mainstream culture Adapt and integrate biculturally Segmented assimilate to the underclass culture Sources: Portes & Rumbaut, 2001; Zhou & Banston, 1998.

10. Language usage

11. English usage

12. Language usage

13. Youth’s perception of parents’ acculturation:To what extent have you adopted the American ways of doing things? Note. Change the percentages in your handout.

14. Acculturation Gaps Language fluency was assessed on a 5 Likert-like scale where 1 = not at all, 3 = enough to get by, and 5 = very well. Acculturation item was assessed on a 4 Likert-like scale where 1 = not at all, 2 = a little, 3 = much, and 4 = very much. * n = 30 for parents and 78 for youths for this item.

15. Parent-Adolescent Conflict Variables Family Cohesion Parent-Child Conflict Familism (% High) (% High) (% High) Source: Portes & Rumbaut (2001). Legacies: The story of the immigrant second generation. Berkeley, CA: University of California Press.

16. Key Findings:Most Frequently Mentioned Issues of Parent-Adolescent Conflict by Youth Topic of Conflict Boys (%) Girls (%) (n=102) (n=79) Conflict with Father Getting low grades 30.23 25.70 Watching television 29.20 18.63 Helping around the house 27.14 35.70 Not doing homework 26.00 14.31 Play stereo/radio loudly 25.03 17.12 Conflict with Mother Helping around the house35.33 54.43 Not coming home on time28.4039.24 How neat clothing looks 27.50 24.10 Not doing homework 26.73 23.14 Getting low grades 26.71 24.10 Note. (1) Fewer F-D conflicts vs. M-S conflicts. (2) Fathers’ conflicts were gender specific vs. mothers’

17. Key Findings:Issues of Most Intense Parent-Adolescent Conflict by Youth Topic of Conflict Boys (%) Girls (%) (n=102) (n=79) Conflict with Father Acting like gangsters 3.733.11* Doing drugs 3.29 4.00* Dyeing hair 3.31 3.05 Not wanting to get a job 3.18 3.00 Not going to school 3.09 3.54 Conflict with Mother Dyeing hair 3.21 2.56 Not going to school 3.16 3.71* Talking back to parents 3.15 3.39 Doing drugs 3.06 4.09* Drinking beer/liquor 2.94 3.89* Note. Gender biased when looking at the intensity of conflicts. • Significance at p < .05 • Scale: 1 = very calm to 5 = very angry

18. Daily stress N = 286-296

19. Ethnic Identity (%) N = 220. Note. Most youth still have a strong ethnic identity despite the rate of acculturation and language shift.

20. Self-esteem (%) N = 218

21. Depression (%) N = 219

22. Delinquent acts

23. School attachment Note. The percentage may not add up to 100% due to missing data. N = 304.

24. Results: Fathers’ Model

25. Mothers’ Model

26. Males: Summary of Stepwise Regression Analysis for Self-Reported Delinquency *p<.05, **p<.01 N= 206

27. Females: Summary of Stepwise Regression Analysis for Self-Reported Delinquency *p<.05, **p<.01. N = 206

28. Sibling differences in delinquency * p<.05; ** p<.01; n = 58. Forthcoming publication in the Jounal of Psychology.

29. Conclusion • Individual level: • Young people are facing tremendous pressure from parents (i.e., family responsibilities, such as translation and household chores, and doing well in school). • Although they still identify themselves with the Hmong culture, a third of them feel they don’t have much to be proud of. • About one in four youth doesn’t feel very close to at least one of their teachers, and close to three in four youth reported of getting in trouble at school for arguing, fighting or not following the rules. • Family level: • Significant parent-child relationships seem to be shifting from reciprocal respect and cohesion to ambiguity and conflict. • Girls tend to receive more scolding vs. boys, esp. from mothers. Paradoxically, this seems to protect girls from many of the delinquent activities. • Family dynamics, particularly lack of monitoring, serve as the most robust determining factor in adolescent problem behaviors. • Peer and Community levels: • Delinquent peers and lack of organized activities serve as the most robust mediating factors in changing the course of adolescent problem behaviors.

30. Implications for Practice • Adolescence is a period of life that is considered more difficult due to multiple changes (Arnett, 1999): • Biological change (e.g., puberty) and sex drive • Early maturation vs. late maturation • Biological change associated with cultural expectation of courtship and marriage • Biological change (i.e., acne), physical appearance, and self-esteem • Cognitive change (e.g., reasoning skills) and thinking ability • Calm, obedience to moodiness and disobedience • Demand a more matured relationship, yet with lots of guidance • Changing school setting (e.g., elementary to middle or junior high) (Eccles , Buchanan, et. al., 1991; Eccles, Midgley, et. al., 1993).

31. Tips For Parents • Parents want obedience, quiet, modest, self-control vs. individuality, self-expression, loud, and assertiveness from youths. • Lead to daily power struggles – nagging and rebellion • Parents expect diligence by getting up early in the morning, cooking for and helping parents and relatives during family events vs. weekend is supposed to be a space for relaxation, recuperation, and socialization with friends for youths. • Lead to heartfelt argument and name calling (tub nkeeg, tsis paub tab)

32. Tips for Professionals • Teach youths to deal with difficult parents and resist the temptation of belonging to a “cool” group (and/or acting “cool”) and be accepted by others. • More than half of the youth do not feel they have much to be proud of. • Youths need to get access to quality out of school time programs and activities. • The earlier the better! • Youths need to be connected to other positive youths and caring adults. • Fulfill their desire to belong and be accepted. • Boost their self-esteem and enhance their resistant skills.

33. Tips for Professionals • Cultural diversity training on Hmong culture and family life is needed for teachers, administrators, and professionals who work with Hmong youth. • Teachers and professionals working with Hmong need to make efforts to connect with these young people and/or connect these young people to other caring adults. • Teachers and professionals need to re-evaluate how they work with these youth (i.e., pressure at home; loneliness at school; feeling defeated). • Support groups for Hmong youth and/or with other non-Hmong youth may be necessary.

34. Questions and Answers