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Autor/inn/enYeh, Christine J.; Okubo, Yuki; Ma, Pei-Wen Winnie; Shea, Munyi; Ou, Dongshu; Pituc, Stephanie T.
TitelChinese Immigrant High School Students' Cultural Interactions, Acculturation, Family Obligations, Language Use, and Social Support
QuelleIn: Adolescence (San Diego): an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life, 43 (2008) 172, S.775 (16 Seiten)Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0001-8449
SchlagwörterHigh Schools; Acculturation; Immigrants; High School Students; Chinese Americans; Cultural Differences; Family Influence; Language Usage; Social Support Groups; Student Adjustment; Correlation; Language Fluency; English (Second Language); Help Seeking; Predictor Variables; Interaction
AbstractWhen 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. (Contains 2 tables.) (As Provided).
AnmerkungenLibra Publishers Inc. 3089C Clairemont Drive PMB 383, San Diego, CA 92117. Tel: 858-571-1414
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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