Stability and Change in Ethnic Labeling among Adolescents from Asian and Latin American Immigrant Families

Autor/inn/en	Fuligni, Andrew J.; Kiang, Lisa; Witkow, Melissa R.; Baldelomar, Oscar
Titel	Stability and Change in Ethnic Labeling among Adolescents from Asian and Latin American Immigrant Families
Quelle	In: Child Development, 79 (2008) 4, S.944-956 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01169.x
Schlagwörter	Ethnicity; Adolescents; Asian Americans; Immigrants; Latin Americans; Labeling (of Persons); Ethnic Stereotypes; Hispanic Americans; Acculturation; Social Influences; High School Students; Cultural Background; Language Usage + Suchen Sie Ihr Suchwort? Ethnizität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Latin America; People; Lateinamerika; Bevölkerung; Volk; Labeling-Ansatz; National stereotype; Nationales Stereotyp; Hispanic; Hispanoamerikaner; Akkulturation; Sozialer Einfluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachgebrauch
Abstract	An important question for the acculturation of adolescents from immigrant families is whether they retain ethnic labels that refer to their national origin (e.g., Mexican, Chinese) or adopt labels that are dominant in American society (e.g., Latino, Asian American, American). Approximately 380 adolescents from Asian and Latin American immigrant families selected ethnic labels during each of the 4 years of high school (age span = 14.87-17.82 years). Results indicated no normative trend either toward or away from identifying most closely with pan-ethnic or American ethnic labels. Significant numbers of adolescents changed their ethnic labels from year to year, however and these changes were associated with fluctuations in adolescents' ethnic affirmation and exploration and proficiency in their heritage languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10