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This qualitative study examined the narratives of support that 8 sets and 2 single mother Hmong parents (10 mothers and 8 fathers) provided their children pursuing higher education. Ten 90-minute semi-structured interviews were conducted in Hmong parents’ homes. Using a psychosociocultural approach, narratives were analyzed using a multi-step process, yielding three emergent themes for both Hmong parents and two specific to mothers and fathers, respectively. Findings clearly reveal the importance of Hmong parent home practices and processes to support their child in higher education. Implications for university personnel working to establish educational partnerships with Hmong parents and communities to support Hmong student persistence are addressed.
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