Acculturation, Cultural Self, and Identity of Japanese Children in U.S. Schools: Insights from Japanese Temporary Resident and Immigrant Parents

ABSTRACT

Relocation to a new culture has significant impacts on individuals’ “self” and identity. This qualitative study examines the perspectives of Japanese temporary resident and immigrant parents on their children’s acculturation to U.S. local schools and its impact on self. Japanese people, generally, are sensitive to others’ responses to their struggles. Reluctance to seek formal support that can label them as “failures” may increase their vulnerability to acculturative stress. Individual interviews with 14 Japanese parents from 11 families in a southern state described the experiences of 23 children. Parents reported that language barriers and differences in school systems, particularly, have affected their children’s self and identity, including a sense of inferiority and reluctance to participate in activities to protect themselves. Yet participation in non-academic activities such as sports, which do not require extensive English communication skills, helps their children develop friendships with local children and regain a positive understanding of self. Further, the time they spend with other Japanese children can relieve acculturative stress, and motivate them to participate at their local schools. The Japanese case study can broaden our perspectives on the self and acculturation of immigrant and foreign-born children, and provide insights into how we might better support them.

KEYWORDS:

• Acculturative stress
• Japanese temporary resident and immigrant children
• psychosocial impact
• cultural self and identity
• community support

Acknowledgments

The authors would like to thank Japanese parents who participated in this research and kindly shared their experiences with us, and Wendy Haight for her helpful comments on the earlier draft of this manuscript.

Disclosure statement

We do not have any conflict of interest.

Notes

1. Following the federal definition, in this paper, immigrants refer to permanent residents and other foreign-born undocumented residents. Temporary residents who legally have entered the United Stateswith nonimmigrant status, including students, temporary workers, exchange visitors, diplomats, and other representatives are not considered immigrants (U.S. Department of Homeland Security, 2018a).

2. Many of the references on Japanese temporary resident families cited in this paper are unpublished dissertation studies.

3. All names are pseudonyms.

4. Current grades for some children are different in Japan and the United Statesdepending on their date of birth. Following the school system in Japan, the school year of the Japanese Supplementary School begins at the beginning of April.

5. In Japanese schools, children usually receive instruction in the same classroom, unless they have classes in special classrooms, such as Science laboratory. In middle and high schools, for instance, a teacher of each subject comes to their classroom. They also have a 5 to 10 minute recess between classes. These recesses, along with lunchtime, are the time they can use freely, including to go to the restroom and talk to friends in their classrooms.