Kim Su Yeong, Wang Yijie, Chen Qi, Shen Yishan, Hou Yang
Department of Human Development and Family Sciences, University of Texas at Austin, 108 East Dean Keeton Street, Stop A2702, Austin, TX, 78712, USA,
J Youth Adolesc. 2015 Jun;44(6):1263-74. doi: 10.1007/s10964-014-0131-x. Epub 2014 May 13.
Acculturation plays a critical role in the adjustment of Asian Americans, as a large proportion of them are immigrants in the US. However, little is known about how acculturation influences Asian American adolescents' academic trajectories over time. Using a longitudinal sample of 444 Chinese American families (54% female children), the current study explored the effect of mothers', fathers', and adolescents' individual acculturation profiles and parent-child acculturation dissonance on adolescents' academic trajectories from 8th to 12th grade. Academic performance was measured by grade point average (GPA), and by standardized test scores in English language arts (ELA) and Math every year. Latent growth modeling analyses showed that adolescents with a Chinese-oriented father showed faster decline in GPA, and Chinese-oriented adolescents had lower initial ELA scores. Adolescents whose parents had American-oriented acculturation profiles tended to have lower initial Math scores. These results suggest that Chinese and American profiles may be disadvantageous for certain aspects of academic performance, and bicultural adolescents and/or adolescents with bicultural parents are best positioned to achieve across multiple domains. In terms of the role of parent-child acculturation dissonance on academic trajectories, the current study highlighted the importance of distinguishing among different types of dissonance. Adolescents who were more Chinese-oriented than their parents tended to have the lowest initial ELA scores, and adolescents experiencing more normative acculturation dissonance (i.e., who were more American-oriented than their parents) had the highest initial ELA scores. No effects of parent-child acculturation dissonance were observed for GPAs or standardized Math scores. Altogether, the current findings add nuances to the current understanding of acculturation and adolescent adjustment.
文化适应在美国亚裔的适应过程中起着关键作用，因为他们中有很大一部分是美国的移民。然而，关于文化适应如何随时间影响美国亚裔青少年的学业轨迹，我们所知甚少。本研究以444个华裔美国家庭（54%为女童）的纵向样本为基础，探讨了母亲、父亲和青少年各自的文化适应模式以及亲子文化适应不一致对青少年从八年级到十二年级学业轨迹的影响。学业成绩通过平均绩点（GPA）以及每年英语语言艺术（ELA）和数学的标准化考试成绩来衡量。潜在增长模型分析表明，父亲具有中国导向型文化适应模式的青少年，其GPA下降得更快，而具有中国导向型文化适应模式的青少年，其初始ELA成绩较低。父母具有美国导向型文化适应模式的青少年，其初始数学成绩往往较低。这些结果表明，中国和美国的文化适应模式在学业成绩的某些方面可能是不利的，而双文化青少年和/或父母具有双文化背景的青少年在多个领域取得成就的条件最为有利。就亲子文化适应不一致对学业轨迹的作用而言，本研究强调了区分不同类型不一致的重要性。比父母更具中国导向型文化适应模式的青少年，其初始ELA成绩往往最低，而经历更多规范性文化适应不一致（即比父母更具美国导向型文化适应模式）的青少年，其初始ELA成绩最高。未观察到亲子文化适应不一致对GPA或标准化数学成绩有影响。总的来说，目前的研究结果为当前对文化适应和青少年适应的理解增添了细微差别。
