Adolescence
Volume 43, Issue 172, 2008, Pages 775-790

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

Yeh C.J. , Okubo Y. , Ma P.-W.W. , Shea M. , Ou D. , Pituc S.T.
  • a Department of Counseling Psychology, School of Education, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117, United States
  • b University of Wisconsin, Madison, United States
  • c William Patterson University
  • d Department of Counseling and Clinical Psychology, Teachers College, Columbia University
  • e Economics and Education, Teachers College, Columbia University
  • f Department of Psychology, University of Minnesota, Minneapolis, United States

Abstract

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.

Author Keywords

[No Keywords available]

Index Keywords

China Asian Interpersonal Relations psychological aspect Verbal Behavior human statistics Asian continental ancestry group social support language ethnology human relation United States Young Adult student Humans family male Emigrants and Immigrants Acculturation female questionnaire cultural factor Article Questionnaires adult migration Students Social Responsibility social behavior
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-57549104402&partnerID=40&md5=0a185b81084b594c1f94035b7b79bf6b
ISSN: 00018449
Cited by: 38
Original Language: English