The purpose of the study was to explore the ethnic identity of
Chinese American adolescents through the investigation of
relationships between ethnic identity and selected demographic,
sociocultural, and psychological characteristics.
Data were obtained from 106 Chinese American youth between the
ages of 14 and 21 through the use of two instruments designed for the
study. Three dimensions of ethnic identity were measured by subscales
of the Sinoethnic Identity Scale. Demographic, sociocultural, and
psychological data were obtained from the Background Information
Survey.
The strongest ethnic identities were found in the traditional, or
core, dimension which was comprised of fundamental values, customs,
and traditions. Weaker ethnic identities were exhibited in the
intermediate, or familial, dimension which was responsible for the
transmission of the ethnic culture as well as the preparations for
interfacing the larger society. It was suspected that this dimension
held the greatest potential for intercultural and intragenerational
conflicts for Chinese American adolescents. The neutral stance taken
in the societal dimension suggested two divergent interpretations:
students may be exhibiting ambivalent feelings toward their ethnic
identities within the scheme of life, or students may have come to
terms with the notion of bicultural identities.
Step-wise multiple regression was used to analyze the data.
School achievement emerged as the most significant variable in the
traditional dimension, suggesting that a Chinese heritage may not
ensure school success, but school success contributed to the
definition of being Chinese. In the familial dimension it was found
that the gender of the subject was the most important variable.
Subjects appeared to be highly socialized into ethnically appropriate
sex roles, although there were indications of disagreement with the
actual practice of these roles. Church attendance was identified as
the most significant variable of the societal dimension. Those who
attended church exhibited stronger agreement with ethnically
appropriate social behaviors and expressed preferences for social
activities and relationships within the ethnic community.
The findings indicated that ethnic identity was a
multidimensional aspect in the lives of Chinese American youth. The
three dimensions that comprised Chinese ethnic identity appeared to be
differentially affected by demographic, sociocultural, and
psychological phenomena. It was also speculated that there was a
relationship between the acknowledgement and expression of ethnic
identity and historical and contemporary social , economic, and
political conditions of society.
The range of intraethnic diversity expressed by Chinese American
adolescents suggested the need for reexamination of assumptions and
expectations currently held by educational personnel. Recommendations
for future research which might lead to the provision of educational
policies and practices appropriate to Chinese American youth, a more
informed understanding of the Chinese experience in the United States,
and a greater understanding of the impact of ethnic identity in the
lives of minority youth were presented. / Graduation date: 1983
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/38097 |
| Date | 25 April 1983 |
| Creators | Lee, Phyllis S. |
| Contributors | Wall, Mary Jane |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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