Cultural Identity, Perceived Discrimination, and Parental Support as Determinants of Immigrants' School Adjustments: Vietnamese Youth in Finland

Autor/inn/en	Liebkind, Karmela; Jasinskaja-Lahti, Inga; Solheim, Erling
Titel	Cultural Identity, Perceived Discrimination, and Parental Support as Determinants of Immigrants' School Adjustments: Vietnamese Youth in Finland
Quelle	In: Journal of Adolescent Research, 19 (2004) 6, S.635-656 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558404269279
Schlagwörter	Foreign Countries; Student Adjustment; Parent Child Relationship; Acculturation; Immigrants; Ethnicity; Adolescents; Racial Discrimination; Student Attitudes; Predictor Variables; Psychological Patterns; Student Characteristics + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Akkulturation; Immigrant; Immigrantin; Immigranten; Ethnizität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Racial bias; Rassismus; Schülerverhalten; Prädiktor
Abstract	This study focuses on factors predicting school adjustment of immigrant adolescents. One hundred seventy-five immigrant adolescents of Vietnamese origin in Finland (ages 13 to 18) were compared with a sample of host national Finnish youth (N = 337). The immigrant adolescents were better adjusted to school than were their host national peers. In addition, school adjustment was enhanced by the integrative mode of acculturation (i.e., acquisition of the skills needed for participation in the host culture along with adherence to traditional cultural patterns). However, ethnic identity and acculturation were shown to be distinct phenomena; the acquisition of new cultural traits did not imply the simultaneous adoption of a new identity. In addition, perceived discrimination had a detrimental, whereas perceived parental support had a positive impact on the immigrants' school adjustments. The impact of these factors turned out to be mostly indirect (e.g., through self-esteem, sense of mastery, and psychological distress). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10