Ethnic Self-Labeling in Young American Adults from Chinese Backgrounds

Autor/in	Kiang, Lisa
Titel	Ethnic Self-Labeling in Young American Adults from Chinese Backgrounds
Quelle	In: Journal of Youth and Adolescence, 37 (2008) 1, S.97-111 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-007-9219-x
Schlagwörter	Ethnicity; Peer Groups; Labeling (of Persons); Chinese Americans; North Americans; Language Proficiency; Cultural Background; English (Second Language); Second Language Learning; Self Esteem; Young Adults + Suchen Sie Ihr Suchwort? Ethnizität; Gleichaltrigengruppe; Peer Group; Labeling-Ansatz; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Self-esteem; Selbstaufmerksamkeit; Young adult; Junger Erwachsener
Abstract	Self-reported ethnic labels were examined among 242 young American adults with Chinese ancestry (age range = 18-32 years, M = 23.97; 73% female, 27% male). Ethnic labels fell under broad categories whereby 22% reported heritage national labels (e.g., Chinese), 35% added American to their heritage national label (e.g., Chinese American), and 42% reported panethnic-American labels (e.g., Asian American). Logistic regressions revealed that generation and ethnic exploration significantly predicted the odds of choosing heritage national and heritage national-American labels. Ethnic label choice was not associated with average differences in the ethnic diversity of youths' community or peer group, or with heritage language proficiency. However, label choice was associated with generation, ethnic identity, and English proficiency. Ethnic labels also were linked to self-esteem and positive relationships with Asian peers, with most optimal outcomes reported by youth who chose heritage national-American labels. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10