Becoming American: Maintaining Strong Becoming American: Maintaining Strong Asian Identity Asian Identity

For the 21st Century Global SocietyFor the 21st Century Global Society

Yiping Wang, Ph.D.Yiping Wang, Ph.D.Rutgers UniversityRutgers University

OverviewOverview

1. Pattern of psychological adjustment of 1. Pattern of psychological adjustment of immigrants immigrants

2. Critical developmental competencies for 2. Critical developmental competencies for Asian American children Asian American children

3. Parental socialization challenges and 3. Parental socialization challenges and strategies for critical developmental strategies for critical developmental competencies competencies

1. Pattern of psychological 1. Pattern of psychological adjustment of immigrantadjustment of immigrantss

A. The racial hierarchical system of the U.S. A. The racial hierarchical system of the U.S.

B. Two dimensions to describe adjustment B. Two dimensions to describe adjustment process: Acculturation and ethnic identityprocess: Acculturation and ethnic identity

C. Four types of psychological adjustmentC. Four types of psychological adjustment

A. The racial hierarchical system A. The racial hierarchical system

of the U.S. of the U.S.

- What is American culture? What is American culture?

- What does it mean to become American?What does it mean to become American?

The assimilation viewThe assimilation view

- European American culture is the dominant culture European American culture is the dominant culture of the American society.of the American society.

- The central process of becoming American is that The central process of becoming American is that diverse ethnic groups adapt to a shared European diverse ethnic groups adapt to a shared European American-based culture and to gain equal accesses to American-based culture and to gain equal accesses to the opportunities of the society.the opportunities of the society.

- Minority ethnicity serves as a Minority ethnicity serves as a disadvantage in adjusting to the disadvantage in adjusting to the American society.American society.

The pluralistic viewThe pluralistic view

American culture is composed of a collection of American culture is composed of a collection of diverse ethnic cultures, and all ethnic groups are diverse ethnic cultures, and all ethnic groups are integral segments of the American Society.integral segments of the American Society.

The central process of becoming American is to The central process of becoming American is to maintain the diverse ethnic cultures while become a maintain the diverse ethnic cultures while become a part of the whole society.part of the whole society.

Ethnicity can serve as an asset or social capital that Ethnicity can serve as an asset or social capital that contributes to successful adaptation.contributes to successful adaptation.

B. Two dimensions to describe B. Two dimensions to describe psychological adjustment psychological adjustment

Acculturation: Acculturation: The degree to which an individual The degree to which an individual changes and adjusts to a new culturechanges and adjusts to a new culture..

Ethnic identity: Ethnic identity: The degree to which an individual The degree to which an individual identifies himself/herself as a member identifies himself/herself as a member of his/her own ethnic group.of his/her own ethnic group.

Orientation of interestOrientation of interest

AcculturationAcculturation: : Emphasizes the Emphasizes the extent of knowledge extent of knowledge individual have individual have toward the toward the dominant culturedominant culture. .

Ethnic identity:Ethnic identity:

Emphasizes the Emphasizes the degree of degree of identification identification individuals have individuals have toward their ethnic toward their ethnic group.group.

Orientation of adjustmentOrientation of adjustment

Acculturation: Acculturation: Is the process of Is the process of moving toward moving toward

the mainstream the mainstream culture.culture.

Ethnic identity: Ethnic identity: Is the process of Is the process of moving toward moving toward characteristics of one’s characteristics of one’s ethnic heritage. ethnic heritage.

Target populationTarget population

Acculturation: Acculturation:

Is more applicable Is more applicable to immigrant to immigrant populationpopulation

Ethnic identity:Ethnic identity:

Is more applicable Is more applicable to the second and to the second and subsequent subsequent populationpopulation

Two DimensionsTwo Dimensions

High

High

Low

Low Ethnic Identity

Ac

cu

ltura

tion

Bicultural

Separated

Assimilated

Marginalized

C. Four types of psychological adjustmentC. Four types of psychological adjustment(Kitano & Berry)(Kitano & Berry)

Assimilated groupAssimilated group

Separated groupSeparated group

Bicultural groupBicultural group

Marginalized groupMarginalized group

Assimilated groupAssimilated group(high assimilation, low ethnic identity(high assimilation, low ethnic identity) )

Who has strong desire or identify Who has strong desire or identify themselves as American. themselves as American.

Who are Westernized to a great Who are Westernized to a great extent. extent.

Who has very little impact of the Who has very little impact of the ethnic backgrounds.ethnic backgrounds.

Who are basically Westerners with Who are basically Westerners with an “Asian face.”an “Asian face.”

Separated groupSeparated group(low assimilation, high ethic identity)(low assimilation, high ethic identity)

Individuals maintain a strong ethnic Individuals maintain a strong ethnic orientation. orientation.

There is little desire to assimilate to the There is little desire to assimilate to the dominant culture due to the interactions of dominant culture due to the interactions of personal preference and restrictionspersonal preference and restrictions..

They include recent immigrants and They include recent immigrants and individuals who live in ethnic communities.individuals who live in ethnic communities.

Bicultural groupBicultural group(high assimilation, high ethnic identity)(high assimilation, high ethnic identity)

- Who are integrated into the mainstream Who are integrated into the mainstream culture while maintain strong ethnic identity.culture while maintain strong ethnic identity.

- Who move easily in and out of both cultures Who move easily in and out of both cultures and are comfortable and relaxed in both and are comfortable and relaxed in both cultures.cultures.

- Who appreciates cultural differences and is Who appreciates cultural differences and is able to manage it that leads to positive able to manage it that leads to positive outcomes.outcomes.

Marginalized groupMarginalized group(low assimilation, low ethnic identity)(low assimilation, low ethnic identity)

Who have acquired very little of the Who have acquired very little of the American culture while are American culture while are uncomfortable with own ethnic identity. uncomfortable with own ethnic identity.

Who have no sense of belonging to either Who have no sense of belonging to either culture.culture.

Who has difficulty or unwilling to Who has difficulty or unwilling to manage the challenge of reconciling the manage the challenge of reconciling the cultural differencescultural differences..

Impact of psychological Impact of psychological adjustment on the quality adjustment on the quality

of lifeof life

Bicultural group is the most successful Bicultural group is the most successful group. group.

It relates to high self esteem and better It relates to high self esteem and better grades.grades.

This group has high life satisfaction in This group has high life satisfaction in family, friends, community, health, and family, friends, community, health, and financefinance..

2. Critical Developmental Competencies 2. Critical Developmental Competencies For Asian American ChildrenFor Asian American Children

A video skit: “Crazy Asian Mom.” A video skit: “Crazy Asian Mom.”

How Asian parents really react when children get B+How Asian parents really react when children get B+..

2. Critical Developmental Competencies 2. Critical Developmental Competencies For Asian American ChildrenFor Asian American Children

Common responses: Common responses: ““It is amusingly stereotypical but amazingly It is amusingly stereotypical but amazingly

true! My mom's the same way. Great video!” true! My mom's the same way. Great video!” ““No, my parents do not do that to me.”No, my parents do not do that to me.”

Message: Message: Academic excellent is a critical first step toward Academic excellent is a critical first step toward

successful adaptation to American society for successful adaptation to American society for children of Asian immigrantschildren of Asian immigrants..

Besides academic excellence:Besides academic excellence:

What should success mean for Asian Americans in What should success mean for Asian Americans in the U.S.? the U.S.?

What are the unique developmental issues that What are the unique developmental issues that Asian American children face in adjustment?Asian American children face in adjustment?

What are the critical developmental competencies What are the critical developmental competencies for successful adjustment? for successful adjustment?

Besides academic excellence:Besides academic excellence:

A. To develop American identity A. To develop American identity

B. To develop strong ethnic identityB. To develop strong ethnic identity

C. To develop coping skills to deal with prejudice C. To develop coping skills to deal with prejudice

D. To develop 21D. To develop 21stst century skills century skills

Format to discussFormat to discuss each developmental taskeach developmental task

(1). Define a developmental task/competence(1). Define a developmental task/competence

(2). Identify unique parental challenges due to (2). Identify unique parental challenges due to immigrationimmigration

(3). Propose parental socialization strategies(3). Propose parental socialization strategies

Task A: Task A: To develop American identityTo develop American identity

What is American Identity?What is American Identity?

Six aspects of American identitySix aspects of American identity

(Tsai, 2002)(Tsai, 2002)

Principles-orientedPrinciples-oriented Political ideology (Freedom and justice) Political ideology (Freedom and justice) Ethnic diversity (welcome ethnic Ethnic diversity (welcome ethnic

diversity) diversity) Patriotism (being proud of America)Patriotism (being proud of America)

Daily living-orientedDaily living-oriented Dominant cultural exposureDominant cultural exposure Customs/traditional behaviorCustoms/traditional behavior Social statusSocial status

(2). Unique parental challenges (2). Unique parental challenges

Inherited intergenerational conflicts:Inherited intergenerational conflicts:

Examples:Examples: Differences in acculturation rateDifferences in acculturation rate Differences in focus of attentionDifferences in focus of attention Differences in cultural involvement Differences in cultural involvement Differences in reconciling cultural Differences in reconciling cultural

differencesdifferences

(3). Parental socialization strategies(3). Parental socialization strategies

Examples:Examples: Encourage positive goal of Encourage positive goal of

personal achievementpersonal achievement Encourage cross-ethnic group Encourage cross-ethnic group

interactionsinteractions Role model for good citizenship Role model for good citizenship

as to full social participationas to full social participation Reinforce American prideReinforce American pride

Task B: Task B: To develop strong ethnic To develop strong ethnic

identityidentity

Ethnic Identity: Who Am I?Ethnic Identity: Who Am I?

Am I American, or Am I Chinese? Am I American, or Am I Chinese?

Am I both, or neither, or Am I both, or neither, or

am I belonging to a third group?am I belonging to a third group?

Ethnic IdentityEthnic Identity

““Ethnic identity is the degree to Ethnic identity is the degree to which individuals view which individuals view themselves as members of a themselves as members of a particular ethnic cultural group particular ethnic cultural group and incorporate specific cultural and incorporate specific cultural ideas and practices into their self ideas and practices into their self concepts.” (Cheryan & Tsai, concepts.” (Cheryan & Tsai, 2007)2007)

Three components of ethnic identity Three components of ethnic identity (Phinney, 1995)(Phinney, 1995)

Affect componentAffect component

Cognitive componentCognitive component

Behavior componentBehavior component

Affect componentAffect component

Self identification of ethnic group Self identification of ethnic group membershipmembership

A sense of belonging and commitment A sense of belonging and commitment to one’s ethnic groupto one’s ethnic group

Attitudes toward one’s ethnic group Attitudes toward one’s ethnic group Example:Example:

““I have a strong sense of pride in my I have a strong sense of pride in my ethnic group and its ethnic group and its accomplishments”accomplishments”

Cognitive componentCognitive component

- Have interest and knowledge about Have interest and knowledge about ethnic history and heritageethnic history and heritage

- Passive or active learning Passive or active learning

- Example:Example:- ““I have spent time trying to find out I have spent time trying to find out

more about my own ethnic group.” more about my own ethnic group.”

Behavioral componentBehavioral component

Involvement in various cultural Involvement in various cultural practices, including language usagepractices, including language usage

Level of competence in carrying out Level of competence in carrying out each behavior in their ethnic setting each behavior in their ethnic setting

Example:Example: ““I participate in the cultural practices I participate in the cultural practices

of my own group, such as special food, of my own group, such as special food, music, or customs”music, or customs”

Ethnic IdentityEthnic Identity

Three components influence each Three components influence each other in determining the level of other in determining the level of ethnic identity, but also can ethnic identity, but also can operate independently.operate independently.

Ethnic identityEthnic identity

- Is a dynamic process that it is a Is a dynamic process that it is a constant negotiation between constant negotiation between the individual and various the individual and various contextual variables. contextual variables.

- Is developmental oriented. Is developmental oriented.

Impact of ethnic identityImpact of ethnic identity

Strong ethnic identity relates to:Strong ethnic identity relates to:

High self esteemHigh self esteem High sense of self efficacy and High sense of self efficacy and

confidenceconfidence Better academic performanceBetter academic performance Better able to handle racism and Better able to handle racism and

discriminationdiscrimination

(2). Unique parental challenges(2). Unique parental challenges

- Differences in the formation and Differences in the formation and the meaning of being Chinese the meaning of being Chinese between immigrant parents and between immigrant parents and children of immigrants.children of immigrants.

(3). Parental socialization (3). Parental socialization strategiesstrategies

Examples:Examples:- Aware of parental role in ethnic Aware of parental role in ethnic

identity developmentidentity development- Deliberately teaching cultural Deliberately teaching cultural

heritage and ethnic prideheritage and ethnic pride- Maintaining ethnic languageMaintaining ethnic language- Providing direct experience with Providing direct experience with

ethnic cultural groupethnic cultural group- Utilize ethnic community resourcesUtilize ethnic community resources

Task C: To develop coping Task C: To develop coping skills skills

to deal with racial prejudice to deal with racial prejudice

What does it feel being Asian What does it feel being Asian American? American?

Being perceived as a foreigner:Being perceived as a foreigner:

Incidents:Incidents:- ““Where are you from?” Where are you from?” - ““I am from New Jersey.” I am from New Jersey.” - ““Yes, but where are you really from?“Yes, but where are you really from?“

The sense of feel:The sense of feel: - Felt offensive- Felt offensive- Perceived as an outsider, not part of the America- Perceived as an outsider, not part of the America- Perceived as lack of knowledge, less American- Perceived as lack of knowledge, less American

Authentic ethnicity expectationAuthentic ethnicity expectation

Incident: at work placeIncident: at work place- Assumed to have connection with the ethnic culture outside of Assumed to have connection with the ethnic culture outside of

the U.S.the U.S.- Assumed to speak the ethnic language.Assumed to speak the ethnic language.

The sense of feel:The sense of feel:- Very annoying Very annoying - Disappointment Disappointment

Model minorityModel minority

- Incident:Incident:- ““You are Chinese, smart. Why are you not in math You are Chinese, smart. Why are you not in math

advanced class?”advanced class?”

- The sense of feel: The sense of feel: - Felt hurtFelt hurt- Sense of failure Sense of failure - Being boxed inBeing boxed in

(2). Unique parental challenges(2). Unique parental challenges

- Lack of personal experience of Lack of personal experience of what does it mean to be Chinese what does it mean to be Chinese American.American.

- Limited practical knowledge and Limited practical knowledge and skills to help our children to skills to help our children to copy with racial prejudicecopy with racial prejudice. .

(3). Parental socialization (3). Parental socialization strategiesstrategies

- To help children to understand To help children to understand different perspectives of the different perspectives of the racial hierarchical system of the racial hierarchical system of the society and be aware of the society and be aware of the likelihood of inclusion and likelihood of inclusion and exclusion. exclusion.

(3). Parental socialization (3). Parental socialization strategiesstrategies

- To teach children coping skills to To teach children coping skills to respond racial prejudice in a respond racial prejudice in a proactive way so that real or proactive way so that real or perceived prejudice is not perceived prejudice is not detrimental to their sense of self detrimental to their sense of self or being marginalized.or being marginalized.

AdolescentAdolescent coping skills to prejudicecoping skills to prejudice(Phinney 1995)(Phinney 1995)

DiscussionDiscussion““I try to talk to the person, to clarify things with I try to talk to the person, to clarify things with them about the common misconceptions about them about the common misconceptions about ethnic backgrounds.”ethnic backgrounds.”

Self affirmationSelf affirmation ““I love being Chinese. To me it seems like a I love being Chinese. To me it seems like a privilege, because I know how to speak Chinese.”privilege, because I know how to speak Chinese.”

AdolescentAdolescent coping skills to prejudicecoping skills to prejudice(Phinney 1995)(Phinney 1995)

Educational approachEducational approach

““Excuse me, I think what you Excuse me, I think what you mean is “what is your mean is “what is your ethnicity.” As far as my ethnicity.” As far as my nationality, I am a U.S. citizen. nationality, I am a U.S. citizen. As far as my ethnicity, I am a As far as my ethnicity, I am a Chinese American.”Chinese American.”

Adolescent coping skills to prejudiceAdolescent coping skills to prejudice(Phinney 1995)(Phinney 1995)

DisapproveDisapprove““It makes me angry and it just makes me want to It makes me angry and it just makes me want to work harder to prove them wrong.”work harder to prove them wrong.”

IgnoreIgnore““I think you should forget about it and go on I think you should forget about it and go on with your life.”with your life.”

Adolescent coping skills to prejudiceAdolescent coping skills to prejudice(Phinney 1995)(Phinney 1995)

Verbal retortVerbal retort ““If they talk to you rudely, I’d probably If they talk to you rudely, I’d probably

answer back with the same rudeness.”answer back with the same rudeness.”

Impact of teaching and Impact of teaching and preparationpreparation

Better grades Better grades Greater sense of personal efficacyGreater sense of personal efficacy High self esteemHigh self esteem More usage of proactive stylesMore usage of proactive styles Be more aware of multiple possible Be more aware of multiple possible

ways to deal with prejudiceways to deal with prejudice

Task D: Globalization and Task D: Globalization and 21st century skills21st century skills

To be:To be:- A critical thinker and a problem solver- A critical thinker and a problem solver- An innovator- An innovator- An effective communicator- An effective communicator- An effective collaborator- An effective collaborator- A self directed learner- A self directed learner- Information and media literate- Information and media literate- Globally aware and culturally competent- Globally aware and culturally competent- Civically engaged- Civically engaged- Financially and economically literate- Financially and economically literate

Stereotype about Asian Americans: Stereotype about Asian Americans: “Model Minority”“Model Minority”

Asian immigrants tend to adjusted Asian immigrants tend to adjusted well to the dominant societywell to the dominant society

Has high economic upward mobilityHas high economic upward mobility Children are often overrepresented on Children are often overrepresented on

the lists of the national award winners the lists of the national award winners and on academic fast track. and on academic fast track.

There is some truth to it.There is some truth to it.

Challenges to the notion of Challenges to the notion of “Model Minority”“Model Minority”

- Not recognize the diversity within the Asian Not recognize the diversity within the Asian populationpopulation

- Create a sense of failure if individuals not meet the Create a sense of failure if individuals not meet the expectation of high achievementexpectation of high achievement

- Fail to meet the unique needs of each individual childFail to meet the unique needs of each individual child- Ignore the need to study the unique developmental Ignore the need to study the unique developmental

process of adjustment of Asian American children process of adjustment of Asian American children - Create resentment from other ethnic minority groupsCreate resentment from other ethnic minority groups