Psychology of Asian American Children: Contributions of Cultural Heritage and the Minority Experience

Asset and Protective Factors for Asian American Children's Mental Health Adjustment

“…For example, parent–child acculturation gaps (e.g., Costigan & Dokis, ; Kim, Chen, Li, Huang, & Moon, ), language brokering (Wu & Kim, ), and experience of racial discrimination (e.g., Benner & Kim, ; Deng, Kim, Vaughan, & Li, ) have all been linked to unfavorable adjustment outcomes. However, there is insufficient research on the asset or protective factors and processes that shape AA children's mental health (for an exception, see Liu et al., ).…”

Acculturation and alcohol use outcomes: Incremental roles of bicultural orientations among Asian American undergraduate and graduate students.

“…The roles of enculturation as a unique determinant of alcohol use outcomes, and likely as a buffer of the negative impact of acculturation , suggest the importance of promoting ethnic heritage orientation as a protective factor against problematic alcohol use outcomes among undergraduate and graduate students. Ethnic heritage orientation can be encouraged and sustained through family connectedness and through programs that promote a sense of ethnic pride (Liu et al, 2012). Specific to the college environment, individuals can increase their sense of ethnic heritage orientation by spending time with same-ethnic peers—who may also drink less as a result of cultural drinking norms.…”

Asian American Identity Development: A Bicultural Model for Youth

“…Biculturals who thrive and have resilience navigate between their culture of origin and the mainstream culture in a flexible manner and identify with both cultures (Benet-Martínez & Haritatos, 2005;Schwartz et al, 2013). Researchers found that well-adjusted biculturals are consistently involved with both cultures, such as cultural celebrations, and speaking both languages (Liu et al, 2012;Padilla, 2008). Furthermore, LaFromboise, Coleman, and Gerton (1993) argued that youth develop bicultural competence through involvement with both cultures, developing competencies across six dimensions (LaFromboise et al, 1993).…”