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This study investigated parents’ emotion-related beliefs, experience, and expression, and children’s recognition of their parents’ emotions with 40 parent-child dyads. Parents reported beliefs about danger and guidance of children’s emotions. While viewing emotion-eliciting film clips, parents self-reported their emotional experience and masking of emotion. Children and observers rated videos of parents watching emotion-eliciting film clips. Fathers reported more masking than mothers and their emotional expressions were more difficult for both observers and children to recognize compared with mothers’ emotional expressions. For fathers, but not mothers, showing clearer expressions was related to children’s general skill at recognizing emotional expressions. Parents who believe emotions are dangerous reported greater masking of emotional expression. Contrary to hypothesis, when parents strongly believe in guiding their child’s emotion socialization, children showed less accurate recognition of their parents’ emotions.

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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Using a psychosociocultural framework, this study examined the educational experiences of 85 Hmong American undergraduates attending a predominantly-White university. Differences in class standing indicated that upper-division students reported higher confidence in college-related tasks than their lower-division counterparts, yet the upperdivision students perceived a less-welcoming university environment that was incongruent with their cultural values than the lower-division undergraduates. Peer support, college self-efficacy and cultural congruity were salient variables in understanding Hmong American undergraduate's educational experiences. The study's limitations, future research directions, and implications for college administrators and faculty are discussed.