Parental Contributions to Southeast Asian American Adolescents' Well-Being

Abstract

Informed by acculturation, ecological, and social capital theories, the study examined the contribution of parental acculturation, parental involvement, and intergenerational relationship to well-being in Southeast Asian American adolescents. Using data from the Children of Immigrants Longitudinal Study, 491 Southeast Asian American adolescents and their parents comprised the sample. Path analysis showed that parental involvement fully mediated the effect of parental acculturation on intergenerational relationship, whereas intergenerational relationship mediated the effect of parental involvement on child outcomes. Service implications are discussed.

Risk Factors of Suicide and Depression among Asian American, Native Hawaiian, and Pacific Islander Youth: A Systematic Literature Review

“…22 Similarly, Qin et al found that family conflict was associated with depression among Chinese adolescents, 68 and Yeh et al found that family conflict predicted depression among Samoan middle and high school students. 69 Ying and Han found that intergenerational conflict was associated with increased depressive symptoms among Southeast Asians during adolescence, 70 and Kim and Cain found that intergenerational conflicts were associated with depressive symptoms among Korean adolescents. 71 Nguyen and Nguyen and Cheung reported that authoritarian parenting styles rather than authoritative parenting styles were related to higher depression among Vietnamese adolescents, 72,73 and Kim et al found that unsupportive parenting and parent-child alienation were related to depression.…”

“…62 Ying and Han found that parental involvement mediates negative effects of parental acculturation on intergenerational conflict. 70 …”

Book Review: Unresolved Identities: Discourse, Ambivalence, and Urban Immigrant Students by Bic Ngo

“…When discussed, the literature often highlights the difficulties as a result of the cultural differences between school, home, and ethnic community (Bankston & Hidalgo, 2006;Souryasak & Lee, 2007;Vang, 2005). Others explore the students' struggles to embrace or resist the pressures of assimilation (Manke & Keller, 2006;Townsend & Fu, 2001;Ying & Han, 2008). Additionally, some seek to promote understanding of Southeast Asian Americans by describing their cultures (Go & Le, 2005;Han, 2008;Yang, 2004).…”

Development and Implementation of the Culturally Competent Program with Cambodians: The Pilot Psycho-Social-Cultural Treatment Group Program

“…Having been socialized in their culture of origin and forced to leave their country, Cambodian refugee parents usually prefer to retain their traditional values and tend to acculturate slowly to mainstream American culture. In contrast, their children acculturate more quickly based on their developmental stage (e.g., being more susceptible to environmental influences) as well as the increased opportunities to engage with mainstream American culture through schooling (Ying & Han, 2008). Over time, this intergenerational discrepancy in acculturation became more pronounced and resulted in increased family-related stress such as familial conflict (Ying & Han, 2008).…”

“…In contrast, their children acculturate more quickly based on their developmental stage (e.g., being more susceptible to environmental influences) as well as the increased opportunities to engage with mainstream American culture through schooling (Ying & Han, 2008). Over time, this intergenerational discrepancy in acculturation became more pronounced and resulted in increased family-related stress such as familial conflict (Ying & Han, 2008). Such family-related stress could contribute to the further development of mental health problems for traumatized refugee parents.…”