Abstract
Using Coleman’s (1988) social capital theory, this study investigated the connection between family and school social capital and the perceived academic competence of students enrolled in Hmongcentric niche charter schools. The study analyzed 124 participants consisting of third, fourth, and fifth-grade students residing in Minnesota, with 93% identifying as Hmong. Results of structural equation modeling showed that school social capital, as measured by school attachment and school connection, is significantly linked to students’ perceived academic competence. Further analyses suggested that school attachment, especially in charter schools that focus on culture and language, plays a more crucial role in shaping students’ perceived academic competence. However, no significant association was found with family and extended family social capital. The study concludes by discussing implications for future research and how school attachment can inform educational policies and practices to support student success.
Recommended Citation
Xiong, Zha Blong; Xu, Ting; Nickodem, Kyle; and Her, Malina
(2025)
"Hmongcentric Niche Charter Schools: The Role of Social Capital on Students’ Perceived Academic Competence,"
Journal of Southeast Asian American Education and Advancement: Vol. 20
:
Iss.
1,
Article 23.
DOI: 10.7771/2153-8999.1362
Available at:
https://docs.lib.purdue.edu/jsaaea/vol20/iss1/23
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Sociology Commons, Elementary Education Commons, Family and Consumer Sciences Commons, Language and Literacy Education Commons, Multicultural Psychology Commons, Race and Ethnicity Commons, School Psychology Commons, Sociology of Culture Commons
