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Parental involvement in children’s academic success within the Zomi community

Lian, Samuel Z.
This study investigates how Zomi parents in Oklahoma participate in their children's education and how this involvement influences the children's academic success. Using qualitative methods, the research analyzed interviews with nine Zomi people to uncover prominent themes: the challenges parents encounter, such as language barriers and financial limitations; the strong cultural belief in the importance of education; and the positive effects of parental involvement on children's learning outcomes.
The findings reveal that despite significant obstacles, Zomi parents demonstrate a profound commitment to education, viewing it as a crucial pathway to better opportunities for their children. This commitment is closely linked to improved academic performance and enhanced social skills in their children, echoing the results found in previous studies by Ntekane (2018). The research also supports the idea that parents' confidence in their ability to help their children and their involvement in schooling play essential roles in linking their socioeconomic status to their children's educational achievements, as highlighted by Tazouti and Jarlégan (2019).
These insights contribute valuable information about the complex interplay of cultural values, economic conditions, and educational engagement within immigrant families. The study underscores the need for educational policies and community initiatives that recognize and support immigrant parents' unique challenges and contributions. Doing so can enhance educational outcomes for children in these communities, ensuring they have the support needed to succeed academically. This research sheds light on the Zomi community's educational dynamics and provides a foundation for further studies on immigrant parental involvement in education.