Hmong American College Women's Experiences of Parent-Child Relationships

Abstract

This qualitative study examines the parent-child relationships of Hmong American college women. Fourteen women in their junior or senior year from five Midwestern colleges or universities participated in the study. Symbolic interaction theory was used as a guiding framework and a phenomenological method was employed to understand the Hmong American college women's lived experiences of independence from and closeness to their parents and the perception of their role and identity in their interactions with parents. Analyses of the interviews revealed seventeen domains in total under three primary themes, including <italic> (1) I am more independent, (2) I am closer to my parents, (3) I am struggling to find a balance.</italic> <underline> The emerging developmental task for these college-age Hmong American women is to successfully negotiate roles and identities while balancing both cultures. </underline> Implications of the study are also discussed.