Acculturative and Psychosocial Predictors of Academic-Related Outcomes among Cambodian American High School Students

Dinh, Khanh T.; Weinstein, Traci L.; Kim, Su Yeong; Ho, Ivy K.

doi:10.7771/2153-8999.1102

Cited by 14 publications

(31 citation statements)

References 49 publications

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“…Internalizing these values as part of their psychological and behavioral repertoire facilitated educational success for children (Dinh, Weinstein, Kim, & Ho, 2008), but their transfer into the traditional SEA family context posed potential intergenerational difficulties (Dinh & Nguyen, 2006;Dinh et al, 2013) and challenged the traditional roles and hierarchy of parents and children. Furthermore, the language gap between parents and children exacerbated the cultural gap in which parents and children were unable to communicate with each other about their experiences and the challenges they have faced in their respective lives (Yang, 2008).…”

Section: Parent-child Relationshipmentioning

confidence: 99%

The Effects of War and Migration Trauma on Southeast Asian Families in the United States

Dinh¹,

Le²

2019

JECS

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This review article focuses on Southeast Asian (SEA) families, which include Vietnamese, Laotian, Hmong, and Cambodian ethnic groups, comprising about three million people in the United States. Although many differences exist among SEAs, they share experiences of war and migration-related trauma and losses that continue to have long-term effects on their families and individual well-being within and across generations. Research and practice work with SEA families and individuals requires in depth knowledge of their experiences before, during, and after migration to the U.S. This article on SEA families, although not exhaustive in its coverage, highlights the following topics: SEA populations in the U.S., migration history, resettlement and adaptation in the U.S., mental health issues of SEAs, traditional SEA family, migration and family formation, migration and family relationships, migration and family in later life, and implications for research and practice with SEA families and individuals.

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Section: Parent-child Relationshipmentioning

confidence: 99%

The Effects of War and Migration Trauma on Southeast Asian Families in the United States

Dinh¹,

Le²

2019

JECS

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“…First generation immigrants often maintain "immigrant optimism" and have a "dual frame of reference," comparing the circumstances in the host country with those of their countries of origin. For example, drawing on a sample of 163 Cambodian American students in Massachusetts, Dinh, Weinstein, Kim, and Ho (2008) found that retaining a Cambodian cultural orientation has positive benefits for Cambodian students. Studies published in the last two decades have provided convincing evidence that preserving immigrant parents' language and culture is positively linked to children's educational and psychosocial outcomes.…”

Section: Theoretical Consideration Of Immigrant Adaptation and Assimimentioning

confidence: 99%

“My Culture Helps Me Make Good Decisions”

Qin

Saltarelli

Rana

et al. 2014

Journal of Adolescent Research

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The last two decades have witnessed growing research on the experiences of children and youth after migration or resettlement. However, nearly all of this research focuses on children and youth who arrived in the country with their parents. We know little of the unique experiences of refugee youngsters who came to this country without parental company. How do they negotiate the different cultures in the absence of parents? In this article, we draw on in-depth interview data with 19 Sudanese emerging adults who came to the United States as unaccompanied refugee minors to examine issues of acculturation and adaptation. Our findings show that having a strong root in their native culture and identity helped them make good choices, maintain focus, and avoid distractions associated with negative aspects of the U.S. youth culture. Our participants also discussed the importance of learning the new ways. As a result, those who maintained their native culture

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“…Studies indicate that the negative effects of discrimination on youth developmental outcomes include increased delinquency and problem behaviors such as shoplifting, skipping class, lying to parents, cheating, stealing cars, and bringing drugs or alcohol to school (Okamoto et al 2009;Prelow et al 2004;Wong et al 2003) as well as internalizing problems such as depressive symptoms (Seaton et al 2008) and anxiety (Gaylord-Harden and Cunningham 2009;Hwang and Goto 2008). Similarly, studies on Latino and Asian American immigrant youth suggest that acculturative stress is a significant predictor of poor mental health-including internalizing problems (e.g., withdrawal, anxiety, somatic and depressive symptoms), and externalizing behavior problems (i.e., delinquency, aggressive behaviors) (Dinh et al 2008;Gil et al 2000;Hovey and Magaña 2002;Vega and Gil 1998). Considering the supporting evidence, including salient contextual factors that are predictive of poor outcomes among ethnic minority and immigrant children and families will be a critical direction for future measures.…”

Section: Psychological Trauma Causesmentioning

confidence: 99%

Conceptualizing Culturally Infused Engagement and Its Measurement for Ethnic Minority and Immigrant Children and Families

Yasui

Pottick

Chen

2017

Clin Child Fam Psychol Rev

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Despite the central role culture plays in racial and ethnic disparities in mental health among ethnic minority and immigrant children and families, existing measures of engagement in mental health services have failed to integrate culturally specific factors that shape these families' engagement with mental health services. To illustrate this gap, the authors systematically review 119 existing instruments that measure the multi-dimensional and developmental process of engagement for ethnic minority and immigrant children and families. The review is anchored in a new integrated conceptualization of engagement, the culturally infused engagement model. The review assesses culturally relevant cognitive, attitudinal, and behavioral mechanisms of engagement from the stages of problem recognition and help seeking to treatment participation that can help illuminate the gaps. Existing measures examined four central domains pertinent to the process of engagement for ethnic minority and immigrant children and families: (a) expressions of mental distress and illness, (b) causal explanations of mental distress and illness, (c) beliefs about mental distress and illness, and (d) beliefs and experiences of seeking help. The findings highlight the variety of tools that are used to measure behavioral and attitudinal dimensions of engagement, showing the limitations of their application for ethnic minority and immigrant children and families. The review proposes directions for promising research methodologies to help intervention scientists and clinicians improve engagement and service delivery and reduce disparities among ethnic minority and immigrant children and families at large, and recommends practical applications for training, program planning, and policymaking.

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Acculturative and Psychosocial Predictors of Academic-Related Outcomes among Cambodian American High School Students

Cited by 14 publications

References 49 publications

The Effects of War and Migration Trauma on Southeast Asian Families in the United States

The Effects of War and Migration Trauma on Southeast Asian Families in the United States

“My Culture Helps Me Make Good Decisions”

Conceptualizing Culturally Infused Engagement and Its Measurement for Ethnic Minority and Immigrant Children and Families

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