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/ 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.
Yeh
Christine J
CJ
Department of Counseling Psychology, School of Education, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117, USA. cjyeh@usfca.edu
Okubo
Yuki
Y
Ma
Pei-Wen Winnie
PW
Shea
Munyi
M
Ou
Dongshu
D
Pituc
Stephanie T
ST
D000069:Acculturation; D044466:Asian People / Q000523:psychology* / Q000706:statistics & numerical data*; D002681:China / Q000208:ethnology; D054242:Emigrants and Immigrants / Q000523:psychology* / Q000706:statistics & numerical data*; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007802:Language; D008297:Male; D012941:Social Responsibility; D012944:Social Support; D013334:Students / Q000523:psychology* / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires; D014481:United States / Q000453:epidemiology; D014705:Verbal Behavior; D055815:Young Adult