The Educational Achievement of the St. Paul Hmong

Abstract

A longitudinal survey study of St. Paul high school students shows that Hmong compare favorably with the general population in social adjustment and academic achievement. Questionnaire responses of parents indicate a strong Hmong emphasis on educating children as a way of improving the status of the entire family. When interpreted in the context of recent Hmong history, the survey data support a “cultural model” proposed by Gibson and Ogbu to explain why immigrants generally perform well in school (1991). Modifications of cultural model characteristics are suggested to fit the Hmong case.