A Person-Centered and Ecological Investigation of Acculturation Strategies in Hispanic Immigrant Youth

Autor/inn/en	Coatsworth, J. Douglas; Maldonado-Molina, Mildred; Pantin, Hilda; Szapocznik, Jose
Titel	A Person-Centered and Ecological Investigation of Acculturation Strategies in Hispanic Immigrant Youth
Quelle	In: Journal of Community Psychology, 33 (2005) 2, S.157-174 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20046
Schlagwörter	Acculturation; Biculturalism; Minority Groups; Ethnic Groups; Immigrants; Hispanic Americans; Scores; Measures (Individuals); Family (Sociological Unit); Peer Groups + Suchen Sie Ihr Suchwort? Akkulturation; Bikulturalität; Ethnische Minderheit; Ethnie; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Messdaten; Familie; Gleichaltrigengruppe; Peer Group
Abstract	Understanding the processes of acculturation in ethnic minority populations is one of the central tasks of crosscultural research. Addressing challenges of theory, methods, and application in acculturation research requires ongoing advancements in methods and theoretical and model development. The current study was designed to explain a person-centered approach to investigating acculturation and biculturalism and to illustrate this method with a sample of 315 Hispanic youth. Pattern analyses of the Hispanicism and Americanism scores from the Bicultural Involvement Scale yielded four distinct acculturation types, including one characterized by moderate scores on both scales. Relations between acculturation types and indicators of individual, family, and peer adaptation were tested. Results indicated that bicultural youth tended to show the most adaptive pattern of functioning across multiple sociocultural domains. Assimilated youth did not show as strongly negative a pattern as has been reported elsewhere. Implications and benefits of a person-centered approach are discussed. (Contains 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10