Heritage language fluency, ethnic identity, and school effort of immigrant Chinese and Mexico adolescents.
The assumption that heritage language fluency is an essential component of ethnic identity, and that both factors are important predictors of school effort, was tested across two ethnic groups spanning multiple generations of immigrants. The sample consisted of 207 immigrant Chinese (first- and second-generation) and 354 Mexican (first-, second-, and third-generation) adolescents. The findings demonstrate that heritage language fluency is an important component of ethnic identity for second-generation Mexican adolescents, but not for second-generation Chinese adolescents. Thus, for this latter group, it may not be appropriate to use identity measures that assess heritage language fluency as a part of the general dimension of ethnic identity. The findings also show that higher reading and writing skills in Spanish are significant predictors of school effort for all three generations of Mexican adolescents; in addition, higher ethnic identity exploration is related to the school effort of second-generation Mexican adolescents.
Kim
Su Yeong
SY
Department of Human Development and Family Sciences, The University of Texas at Austin, Austin, TX 78712, USA. suyeongkim@mail.utexas.edu
Chao
Ruth K
RK
D000124:Achievement; D000293:Adolescent; D001213:Asian / Q000208:ethnology* / Q000523:psychology; D054242:Emigrants and Immigrants / Q000523:psychology*; D005260:Female; D006801:Humans; D016901:Intergenerational Relations / Q000208:ethnology; D008297:Male; D017058:Mexican Americans / Q000208:ethnology* / Q000523:psychology; D008960:Models, Psychological; D019303:Multilingualism; D011932:Reading; D012933:Social Identification; D012951:Socialization; D014956:Writing