Understanding the Acculturation Experience of Chinese Adolescent Students: Sociocultural Adaptation Strategies and a Positive Bicultural and Bilingual Identity

Abstract

The acculturation of Chinese immigrant high school students was examined as it relates to students’ level of interaction with teachers and peers and participation in American school activities. Findings from a regression analysis revealed five variables (sociocultural adaptation strategies) that facilitate students’ adjustment process: intercultural contact with American teachers, interaction and communication with American friends, exploring contexts beyond the Chinese community, culture learning through technology, and dialoging about American and Chinese cultures. These variables define a “cross-cultural identity” that explains the bicultural and bilingual approach Chinese students use to balance their primary (native) and second (mainstream) cultures.

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Virginia M. Tong

Virginia M. Tong is affiliated with the Department of Curriculum and Teaching at Hunter College of the City University of New York.