Acculturation and a sense of belonging of children in U.S. Schools and communities: The case of Japanese families.

Abstract

The population of immigrants in the U.S. continues to grow, with more than one million immigrants arriving every year. This study examines the acculturation of new immigrant and temporary resident children and their parents from Japan, as they navigate two cultures and seek a sense of belonging. Acculturation to a new culture poses various psychosocial challenges, including a loss of a sense of belonging, which can result in social isolation and withdrawal. Examination of the experiences of families from Japan, where group belonging is highly valued, can illuminate the role of belonging in acculturation. We examined individual interviews with 14 Japanese parents in U.S. southern cities. During the interviews, they described the experiences of a total of 23 children from preschool to 9th grade. Parents indicated an absence of a place for children where they feel a sense of belonging (i.e., Ibasho) in their local schools, which resulted in social isolation, psychological exhaustion, and a reluctance to seek support. Children, however, found their Ibasho at a Japanese Supplementary School, where they attended weekly to receive academic instruction in Japanese, enjoyed playing with Japanese friends, and gained energy to navigate challenges at their local schools. The Supplementary School also served as parents' Ibasho where they exchanged information to navigate cross-cultural experiences. This study has implications for how we can better support acculturation of new immigrant and temporary resident families including those from other cultural groups.