Kim Su Yeong, Chao Ruth K
Department of Human Development and Family Sciences, The University of Texas at Austin, Austin, TX 78712, USA.
Cultur Divers Ethnic Minor Psychol. 2009 Jan;15(1):27-37. doi: 10.1037/a0013052.
The assumption that heritage language fluency is an essential component of ethnic identity, and that both factors are important predictors of school effort, was tested across two ethnic groups spanning multiple generations of immigrants. The sample consisted of 207 immigrant Chinese (first- and second-generation) and 354 Mexican (first-, second-, and third-generation) adolescents. The findings demonstrate that heritage language fluency is an important component of ethnic identity for second-generation Mexican adolescents, but not for second-generation Chinese adolescents. Thus, for this latter group, it may not be appropriate to use identity measures that assess heritage language fluency as a part of the general dimension of ethnic identity. The findings also show that higher reading and writing skills in Spanish are significant predictors of school effort for all three generations of Mexican adolescents; in addition, higher ethnic identity exploration is related to the school effort of second-generation Mexican adolescents.
关于母语流利程度是族群认同的重要组成部分，且这两个因素都是学业努力的重要预测指标这一假设，在跨越多代移民的两个族群中进行了检验。样本包括207名华裔移民青少年（第一代和第二代）以及354名墨西哥裔青少年（第一代、第二代和第三代）。研究结果表明，母语流利程度是第二代墨西哥裔青少年族群认同的重要组成部分，但对于第二代华裔青少年而言并非如此。因此，对于后一组人群，将评估母语流利程度的认同测量方法作为族群认同总体维度的一部分可能并不合适。研究结果还表明，西班牙语较高的读写能力是三代墨西哥裔青少年学业努力的重要预测指标；此外，较高的族群认同探索与第二代墨西哥裔青少年的学业努力相关。
