![]() ![]() Results are discussed in regards to previous Hmong acculturation studies. Assimilation and separation had a positive correlation with marginalization, while integration had a negative correlation with marginalization and a positive correlation with assimilation, and separation had no correlation with marginalization. ![]() The ability to speak, read, and write in English had a positive correlation with assimilation, and the older the age of coming to the United States had a positive correlation with marginalization. ![]() In contrast, the older the age of the participant when they came to the United States had a positive correlation with separation. Questions on each dimension of integration, separation, assimilation, and marginalization were analyzed and positive correlations were found between the youngest of the generations, the length of residency in the United States, and the ability to speak, read, and write in English. The results indicated that in terms of Acculturation, Hmong ranked highest in integration, then separation, assimilation, and lastly marginalization. This study examines acculturation processes among Hmong who live in Eastern Wisconsin by using the East Asian Acculturation Measure (EAAM), which was developed by Barry (2001). The findings suggest how schools can reduce achievement gaps through improving intergroup relations. Our studies show that both (1) intergroup contact experiences and (2) intergroup ideologies affect achievement – either directly or through the interplay of (3) acculturation-norms, defined as shared views on acculturation in social groups, with individual acculturation-orientations. ![]() We discuss longitudinal, multi-group, multi-level and experimental evidence of the up- and downsides of integration for minority inclusion and success in European societies. Looking beyond individual differences in acculturation-orientations, this review shifts focus to the intergroup context of minority acculturation and achievement. But findings from Europe are inconclusive. Acculturation researchers often find an adaptive advantage for minority youth with an integration-orientation (combining both cultures). Our research contextualises the achievement gap by examining minority acculturation experiences in daily intergroup contact across different intergroup contexts. Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |