Bicultural Identity Development and Chinese Community Formation: An Ethnographic Study of Chinese Schools in Chicago

Abstract

This study explores how communication practices at the Chinese language schools in the Chicago area play a role in the development of biculturalism for new Chinese immigrants and their children. Cultural identity theories from social psychological, communicative, and critical perspectives are reviewed and connected to the acculturation process of separation, assimilation, and integration of Chinese immigrants in U.S. history. Ethnographic research was conducted of one particular Chinese school in Chicago through participation, observation, and interviews. Thirty-five parents from the school were interviewed regarding (1) reasons they send their children to the school, (2) communicative activities in which they participate, (3) impact of school activities on their children's bicultural identity development and their own psychological well-being, (4) their perception of Chinatown, (5) and their suggestions for the future development of the school. The interview data indicate a desire for cultural preservation as well as motivation for bicultural identity development and consciousness of the benefits of biculturalism. The informants expressed a willingness to engage the larger society, but a rejection of an identity that is associated with Chinatown. This study offers an understanding of the dynamics of the acculturation process and the fluidity of community formation in the United States. It challenges the conventional notion that middle-class Asian Americans are well assimilated into American society or they are identified with their ethnic enclaves only. It exemplifies how communication serves to create and transcend cultural identity. Finally, it suggests that biculturalism, as opposed to Americanization, is related to positive adjustment for immigrants and their children.