Chinese immigrant high school students' cultural interactions, acculturation, family obligations, language use, and social support

When immigrant youth come to the United States, they must learn to interact with dominant and cultural groups as part of the adjustment process. The current study investigated whether the association between Chinese immigrant high school students' (N = 286) English fluency, academic and career/...

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Bibliographic Details
Published in:Family therapy 2008, Vol.35 (3), p.161-176
Main Authors: Yeh, Christine J, Okubo, Yuki, Ma, Pei-Wen Winnie, Shea, Munyi, Ou, Dongshu, Pituc, Stephanie T
Format: Article
Language:English
Subjects:
Acculturation
Asian Americans
Helpseeking
High school students
High schools
Immigrants
Social support
Young people
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Summary:When immigrant youth come to the United States, they must learn to interact with dominant and cultural groups as part of the adjustment process. The current study investigated whether the association between Chinese immigrant high school students' (N = 286) English fluency, academic and career/college help-seeking, multidimensional acculturation, family responsibilities, and social support, predicted their intercultural competence concerns (their interactions across dominant and cultural groups). Results indicate that this was the case. Implications for research and practice with immigrant youth in a high school context are discussed. Adapted from the source document.
ISSN:0091-6544