Predictors of Acculturation for Chinese Adolescents in Canada: Age of Arrival, Length of Stay, Social Class, and English Reading Ability

Abstract

In a sample of 506 Chinese adolescents living in Canada from 3 cohort groups, age at the time of arrival in Canada, length of stay in Canada, socioeconomic status, and English reading ability predicted acculturation. English reading ability and socioeconomic status predicted acculturative stress. There were within‐group cohort differences in acculturation characteristics. Implications for counseling are addressed. En una muestra de 506 adolescentes Chinos que viven en el Canadá de 3 cohortes, la edad de llegada a Canadá, el tiempo que vivieron en Canada, la posición socioeconómica, y la habilidad de leer Inglés predice la asimilación. La habilidad de leer Inglés y la posición socioeconómica que pronostico el estrés de asimilación. Estaban entre grupos de cohorte diferentes en características de asimilación. Las implicaciones para terapia se dirigen.

Development and validation of the Acculturative Stress Scale for Chinese College Students in the United States (ASSCS).

“…Marginalization is the least favorable strategy and can lead to serious mental health problems for individuals. (Constantine et al, 2004;Kuo & Roysircar, 2004;Wei et al, 2007). Coping strategy is another important moderating factor.…”

“…Many studies have reported that Asian students have insufficient English proficiency (e.g., Constantine et al, 2004;Kuo & Roysircar, 2004;Mori, 2000;Yeh & Inose, 2002). In China, children begin to learn English from primary school or even earlier.…”

“…Language ability is found to be negatively correlated with acculturative stress (Kuo & Roysircar, 2004). Lack of English proficiency not only negatively affects students' academic performance, but also reduces their opportunities for receiving scholarships and assistantships (Liu, 2009).…”

“…Many studies have found that student sojourners have a higher level of acculturative stress compared to other acculturating groups (Berry et al, 1987;Kuo & Roysircar, 2004;Liu, 2009;Zheng & Berry, 1991). Zheng and Berry (1991) international students find it difficult to adapt to the unfamiliar American education system, such as independent library research, frequent "pop" quizzes, making oral presentations, and expectations for active participation in informal class discussions (Mori, 2000;Pan et al, 2010).…”

“…Previous studies have reported much higher stress levels among international students than domestic students. Many predictors of acculturative stress have been identified, such as English language proficiency, age of arrival, generational status, length of stay, educational level, socio-economic status (SES), marital status, ethnic identity, and involuntary vs. voluntary immigration status (Constantine, Okazaki, & Utsey, 2004;Kuo & Roysircar, 2004). Other studies focus on the consequences of acculturative stress and investigate how acculturative stress influences individuals' mental health, adaptation, and well-being (Lin & Yi, 1997;James, 1997;Suarez-Morales, Dillon, & Szapocznik, 2007;Zheng & Berry, 1991).…”