1. Becoming American: Maintaining Strong Asian Identity For the 21st Century Global Society Yiping Wang, Ph.D. Rutgers University

2. Overview 1. Pattern of psychological adjustment of immigrants 1. Pattern of psychological adjustment of immigrants 2. Critical developmental competencies for Asian American children 2. Critical developmental competencies for Asian American children 3. Parental socialization challenges and strategies for critical developmental competencies 3. Parental socialization challenges and strategies for critical developmental competencies

3. 1. Pattern of psychological adjustment of immigrant s A. The racial hierarchical system of the U.S. A. The racial hierarchical system of the U.S. B. Two dimensions to describe adjustment process: Acculturation and ethnic identity B. Two dimensions to describe adjustment process: Acculturation and ethnic identity C. Four types of psychological adjustment C. Four types of psychological adjustment

4. A. The racial hierarchical system of the U.S. A. The racial hierarchical system of the U.S. - What is American culture? - What does it mean to become American?

5. The assimilation view - European American culture is the dominant culture of the American society. - The central process of becoming American is that diverse ethnic groups adapt to a shared European American-based culture and to gain equal accesses to the opportunities of the society. - Minority ethnicity serves as a disadvantage in adjusting to the American society.

6. The pluralistic view American culture is composed of a collection of diverse ethnic cultures, and all ethnic groups are integral segments of the American Society. American culture is composed of a collection of diverse ethnic cultures, and all ethnic groups are integral segments of the American Society. The central process of becoming American is to maintain the diverse ethnic cultures while become a part of the whole society. The central process of becoming American is to maintain the diverse ethnic cultures while become a part of the whole society. Ethnicity can serve as an asset or social capital that contributes to successful adaptation. Ethnicity can serve as an asset or social capital that contributes to successful adaptation.

7. B. Two dimensions to describe psychological adjustment B. Two dimensions to describe psychological adjustment Acculturation: The degree to which an individual changes and adjusts to a new culture. Ethnic identity: The degree to which an individual identifies himself/herself as a member of his/her own ethnic group.

8. Orientation of interest Acculturation: Emphasizes the extent of knowledge individual have toward the dominant culture. Acculturation: Emphasizes the extent of knowledge individual have toward the dominant culture. Ethnic identity: Emphasizes the degree of identification individuals have toward their ethnic group.

9. Orientation of adjustment Acculturation: Acculturation: Is the process of moving toward the mainstream culture. the mainstream culture. Ethnic identity: Is the process of moving toward characteristics of one’s ethnic heritage.

10. Target population Acculturation: Acculturation: Is more applicable to immigrant population Ethnic identity: Is more applicable to the second and subsequent population

11. Two Dimensions High Low Ethnic Identity Acculturation Bicultural Separated Assimilated Marginalized

12. C. Four types of psychological adjustment (Kitano & Berry) Assimilated group Separated group Bicultural group Marginalized group

13. Assimilated group (high assimilation, low ethnic identity ) Who has strong desire or identify themselves as American. Who has strong desire or identify themselves as American. Who are Westernized to a great extent. Who are Westernized to a great extent. Who has very little impact of the ethnic backgrounds. Who has very little impact of the ethnic backgrounds. Who are basically Westerners with an “Asian face.” Who are basically Westerners with an “Asian face.”

14. Separated group (low assimilation, high ethic identity) Individuals maintain a strong ethnic orientation. Individuals maintain a strong ethnic orientation. There is little desire to assimilate to the dominant culture due to the interactions of personal preference and restrictions. There is little desire to assimilate to the dominant culture due to the interactions of personal preference and restrictions. They include recent immigrants and individuals who live in ethnic communities. They include recent immigrants and individuals who live in ethnic communities.

15. Bicultural group (high assimilation, high ethnic identity) - Who are integrated into the mainstream culture while maintain strong ethnic identity. - Who move easily in and out of both cultures and are comfortable and relaxed in both cultures. - Who appreciates cultural differences and is able to manage it that leads to positive outcomes.

16. Marginalized group (low assimilation, low ethnic identity) Who have acquired very little of the American culture while are uncomfortable with own ethnic identity. Who have acquired very little of the American culture while are uncomfortable with own ethnic identity. Who have no sense of belonging to either culture. Who have no sense of belonging to either culture. Who has difficulty or unwilling to manage the challenge of reconciling the cultural differences. Who has difficulty or unwilling to manage the challenge of reconciling the cultural differences.

17. Impact of psychological adjustment on the quality of life Bicultural group is the most successful group. Bicultural group is the most successful group. It relates to high self esteem and better grades. It relates to high self esteem and better grades. This group has high life satisfaction in family, friends, community, health, and finance. This group has high life satisfaction in family, friends, community, health, and finance.

18. 2. Critical Developmental Competencies For Asian American Children A video skit: “Crazy Asian Mom.” A video skit: “Crazy Asian Mom.” How Asian parents really react when children get B+.

20. 2. Critical Developmental Competencies For Asian American Children Common responses: Common responses: “It is amusingly stereotypical but amazingly true! My mom's the same way. Great video!” “It is amusingly stereotypical but amazingly 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 successful adaptation to American society for children of Asian immigrants. Academic excellent is a critical first step toward successful adaptation to American society for children of Asian immigrants.

21. Besides academic excellence: What should success mean for Asian Americans in the U.S.? What are the unique developmental issues that Asian American children face in adjustment? What are the critical developmental competencies for successful adjustment?

22. Besides academic excellence: A. To develop American identity B. To develop strong ethnic identity C. To develop coping skills to deal with prejudice D. To develop 21 st century skills

23. Format to discuss each developmental task (1). Define a developmental task/competence (2). Identify unique parental challenges due to immigration (3). Propose parental socialization strategies

24. Task A: To develop American identity What is American Identity?

25. Six aspects of American identity (Tsai, 2002) Six aspects of American identity (Tsai, 2002) Principles-oriented Political ideology (Freedom and justice) Political ideology (Freedom and justice) Ethnic diversity (welcome ethnic diversity) Ethnic diversity (welcome ethnic diversity) Patriotism (being proud of America) Patriotism (being proud of America) Daily living-oriented Dominant cultural exposure Dominant cultural exposure Customs/traditional behavior Customs/traditional behavior Social status Social status

26. (2). Unique parental challenges (2). Unique parental challenges Inherited intergenerational conflicts: Examples: Differences in acculturation rate Differences in acculturation rate Differences in focus of attention Differences in focus of attention Differences in cultural involvement Differences in cultural involvement Differences in reconciling cultural differences Differences in reconciling cultural differences

27. (3). Parental socialization strategies Examples: Encourage positive goal of personal achievement Encourage positive goal of personal achievement Encourage cross-ethnic group interactions Encourage cross-ethnic group interactions Role model for good citizenship as to full social participation Role model for good citizenship as to full social participation Reinforce American pride Reinforce American pride

28. Task B: To develop strong ethnic identity Ethnic Identity: Who Am I? Am I American, or Am I Chinese? Am I both, or neither, or am I belonging to a third group? am I belonging to a third group?

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

30. Three components of ethnic identity (Phinney, 1995) Affect component Affect component Cognitive component Cognitive component Behavior component Behavior component

31. Affect component Self identification of ethnic group membership Self identification of ethnic group membership A sense of belonging and commitment to one’s ethnic group A sense of belonging and commitment to 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 ethnic group and its accomplishments” “I have a strong sense of pride in my ethnic group and its accomplishments”

32. Cognitive component - Have interest and knowledge about ethnic history and heritage - Passive or active learning - Example: - “I have spent time trying to find out more about my own ethnic group.”

33. Behavioral component Involvement in various cultural practices, including language usage Involvement in various cultural practices, including language usage Level of competence in carrying out each behavior in their ethnic setting Level of competence in carrying out each behavior in their ethnic setting Example: Example: “I participate in the cultural practices of my own group, such as special food, music, or customs” “I participate in the cultural practices of my own group, such as special food, music, or customs”

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

35. Ethnic identity - Is a dynamic process that it is a constant negotiation between the individual and various contextual variables. - Is developmental oriented.

36. Impact of ethnic identity Strong ethnic identity relates to: High self esteem High self esteem High sense of self efficacy and confidence High sense of self efficacy and confidence Better academic performance Better academic performance Better able to handle racism and discrimination Better able to handle racism and discrimination

37. (2). Unique parental challenges - Differences in the formation and the meaning of being Chinese between immigrant parents and children of immigrants.

38. (3). Parental socialization strategies (3). Parental socialization strategies Examples: - Aware of parental role in ethnic identity development - Deliberately teaching cultural heritage and ethnic pride - Maintaining ethnic language - Providing direct experience with ethnic cultural group - Utilize ethnic community resources

39. Task C: To develop coping skills to deal with racial prejudice What does it feel being Asian American?

40. Being perceived as a foreigner: Incidents: - “Where are you from?” - “I am from New Jersey.” - “Yes, but where are you really from?“ The sense of feel: - Felt offensive - Perceived as an outsider, not part of the America - Perceived as lack of knowledge, less American

41. Authentic ethnicity expectation Authentic ethnicity expectation Incident: at work place - Assumed to have connection with the ethnic culture outside of the U.S. - Assumed to speak the ethnic language. The sense of feel: - Very annoying - Disappointment

42. Model minority Model minority - Incident: - “You are Chinese, smart. Why are you not in math advanced class?” - The sense of feel: - Felt hurt - Sense of failure - Being boxed in

43. (2). Unique parental challenges - Lack of personal experience of what does it mean to be Chinese American. - Limited practical knowledge and skills to help our children to copy with racial prejudice.

44. (3). Parental socialization strategies - To help children to understand different perspectives of the racial hierarchical system of the society and be aware of the likelihood of inclusion and exclusion.

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

46. Adolescent coping skills to prejudice (Phinney 1995) Discussion Discussion “I try to talk to the person, to clarify things with them about the common misconceptions about ethnic backgrounds.” Self affirmation Self affirmation “I love being Chinese. To me it seems like a privilege, because I know how to speak Chinese.” “I love being Chinese. To me it seems like a privilege, because I know how to speak Chinese.”

47. Adolescent coping skills to prejudice (Phinney 1995) Educational approach Educational approach “Excuse me, I think what you mean is “what is your ethnicity.” As far as my nationality, I am a U.S. citizen. As far as my ethnicity, I am a Chinese American.” “Excuse me, I think what you mean is “what is your ethnicity.” As far as my nationality, I am a U.S. citizen. As far as my ethnicity, I am a Chinese American.”

48. Adolescent coping skills to prejudice (Phinney 1995) Disapprove Disapprove “It makes me angry and it just makes me want to work harder to prove them wrong.” Ignore Ignore “I think you should forget about it and go on with your life.”

49. Adolescent coping skills to prejudice (Phinney 1995) Verbal retort Verbal retort “If they talk to you rudely, I’d probably answer back with the same rudeness.” “If they talk to you rudely, I’d probably answer back with the same rudeness.”

50. Impact of teaching and preparation Better grades Better grades Greater sense of personal efficacy Greater sense of personal efficacy High self esteem High self esteem More usage of proactive styles More usage of proactive styles Be more aware of multiple possible ways to deal with prejudice Be more aware of multiple possible ways to deal with prejudice

51. Task D: Globalization and 21st century skills To be: - A critical thinker and a problem solver - An innovator - An effective communicator - An effective collaborator - A self directed learner - Information and media literate - Globally aware and culturally competent - Civically engaged - Financially and economically literate

53. Stereotype about Asian Americans: “Model Minority” Asian immigrants tend to adjusted well to the dominant society Asian immigrants tend to adjusted well to the dominant society Has high economic upward mobility Has high economic upward mobility Children are often overrepresented on the lists of the national award winners and on academic fast track. Children are often overrepresented on the lists of the national award winners and on academic fast track. There is some truth to it. There is some truth to it.

54. Challenges to the notion of “Model Minority” - Not recognize the diversity within the Asian population - Create a sense of failure if individuals not meet the expectation of high achievement - Fail to meet the unique needs of each individual child - Ignore the need to study the unique developmental process of adjustment of Asian American children - Create resentment from other ethnic minority groups