Title: Chinese immigrant high school students' cultural interactions, acculturation, family obligations, language use, and social support.
Abstract: When immigrant youth come to the United States, they must learn to interact with dominant and cultural groups as part of the adjustment process. The current study investigated whether the association between Chinese immigrant high school students' (N = 286) English fluency, academic and career/ college help-seeking, multidimensional acculturation, family responsibilities, and social support, predicted their intercultural competence concerns (their interactions across dominant and cultural groups). Results indicate that this was the case. Implications for research and practice with immigrant youth in a high school context are discussed.
Publication Year: 2008
Publication Date: 2008-01-01
Language: en
Type: article
Indexed In: ['pubmed']
Access and Citation
Cited By Count: 75
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot