The Role of Language, Parents, and Peers in Ethnic Identity Among Adolescents in Immigrant Families

Multiple contexts, multiple methods: a study of academic and cultural identity among children of immigrant parents

“…In addition, some participants described a high degree of comfort switching back and forth between their two cultural contexts, whereas others struggled with feelings of incomplete membership in either cultural group. Similar results have been reported by others (e.g., Phelan et al 1991;Phinney et al 2001) and again underscore the complexity of cultural identity formation and integration for the children of immigrant parents. How students think about themselves, both in terms of who they are as students and who they are culturally, depends on contextual factors as proximal as their peer and family groups and as distal as the societal messages about the norms of the mainstream cultural values in the host nation and feelings of people in the host nation about the immigrant groups (Gogolin 2002).…”

“…As the children of immigrant parents, these second-generation students must figure out how to negotiate between at least two cultural worlds: the native culture of their parents and the dominant US culture in which these students were raised. Phinney and her colleagues (e.g., Phinney 1990;Phinney et al 2001) argued that there are different types of bi-cultural identities. These include a near-total affiliation with the parents' native culture, near-complete assimilation with mainstream US culture, comfort switching back and forth between the two cultures, or not feeling connected to either culture.…”

Identity experiences of black people in the Netherlands

“…This finding is of a similar bearing as that of Phinney, Romero, Nava, and Huang (2001), who found a small positive effect of SES on ethnic identity in Mexican adolescents living in the US .…”

Israel's English Speaking Immigrant Parents' Family Language Policy Management: Language in the Education Domain

“…This finding is discussed in terms of time constraints that multiple children bring into the equation and the socialization of younger children by older ones or their influence on the FLP as the active participants of this domain, among others. Interestingly enough, Oller and Eilers (2002) and Phinney et al (2001) found that higher socio-economic status corresponded with lower HL proficiency and use, pointing to perhaps the instrumental orientation of these families in encouraging the majority/host language use and development in and with their children and not the contrary assumption that higher socio-economic status SES may be associated with more resources and opportunities for maintenance of the HL. The constraints that multiple children bring into the equation as mentioned above and as related to lower HL maintenance may then not be connected to the material resources, but rather a combination of factors such as motivation, amount of time spent with children, and others.…”