Abstract
While the model minority myth stereotypes Asian Americans as the role model for other ethnic minorities, many Asian Americans are faced with economic, educational, and occupational hardships amongst other challenges (Museus & Yi, 2016). In one report, 14% Hmong, 13% Cambodian, and 12% Laotian Americans obtained bachelor degrees, which is less than half the national average of 28% (Museus, 2014). According to Museus and Yi (2016), there are over 24 different Asian ethnic groups from different languages, cultures, and customs. More studies focusing on Hmong college students’ motivation to pursue higher education and parental support would provide greater insight into their educational experience. The purpose of the current study was to investigate whether motivation and perception of parental support predicted Hmong college students’ pursuit of a higher education. Data were collected at a Northern Californian public university via a Hmong student organization and Hmong language class. A total of 50 Hmong college students between the ages 18 and 31 participated in the study and were surveyed through a series of questionnaires. Findings show that motivation significantly influenced higher education, even while accounting for parental support. While parental support and motivation were related, parental support did not significantly predict Hmong students’ pursuit of a higher education. Hmong college students are part of the Southeast Asian community for which there is a lack scholarly research. By further investigating and providing scholarly research on Hmong college students, this study seeks to take an important step in enhancing their educational quality and better serve the Hmong community.