Asian American Identity Development: A Bicultural Model for Youth

Differential Effects of Parental and Self-Stigma on Intentions to Seek Counseling

“…For example, Asian American students are often faced with managing bicultural identities, where they must navigate both ethnic and mainstream cultures (Kim et al, 2014). Compared to Asian international students, certain values like unique self-concept may be more salient for Asian Americans, who experience more exposure to mainstream, American values in childhood and adolescence through peers and various institutions (Cheung & Swank, 2019). The concept of self-stigma and stigma internalization is still relevant for many Asian individuals (Young & Ng, 2016).…”

“…The differential cultural environments of Asian American and Asian international students may influence their development in meaningful ways, such as the processes through which help-seeking stigma is felt and influences intentions to seek counseling (Cheung & Swank, 2019; Lam et al, 2010). For example, Asian American students are often faced with managing bicultural identities, where they must navigate both ethnic and mainstream cultures (Kim et al, 2014).…”

“…The concept of self-stigma and stigma internalization is still relevant for many Asian individuals (Young & Ng, 2016). However, considering acculturation and bicultural identity management, Asian American students may be more likely than Asian international students to resemble European American students in the way that self-stigma relates to psychological help seeking (Cheung & Swank, 2019; Nagata et al, 2017).…”

Recommendations for School Counselors: Applying the Multicultural and Social Justice Counseling Competencies (MSJCC) in Assisting Korean Adolescent Students in the United States

“…This group counseling intervention emphasizes student-clients appreciating both cultures (e.g., Korean and American) and working through acculturation conflicts (e.g., communication and interpersonal skills). The bicultural identity intervention model includes strategies such as “psychoeducation, group discussions, experiential activities, and role-plays” (Cheung & Swank, 2019, p. 95).…”

Understanding the Ethnic Self: A Qualitative Study of 1.5 Generation Korean American Immigrants

“…For example, Korean immigrant youth who achieved bicultural identity showed a stronger bond with their parents and more positive perceptions of parental support, thereby showing less delinquent behavior and depressive symptoms compared to those who identified themselves as belonging to a single culture (Choi et al, 2016). Also, a strong orientation toward Chinese culture and American culture was positively associated with a lower risk of Chinese American youth's depression, anxiety, and other psychosomatic symptoms (Cheung & Swank, 2019). As such, bicultural identity development is important since it helps immigrants have better management of their own emotional needs and perceive more favorable psychological functioning (Chen et al, 2022;Preusche & Göbel, 2021;Schwartz et al, 2015).…”