Abstract
ABSTRACT This study aims to provide a better understanding of how Chinese/Taiwanese-American mixed-heritage college students form their mixed-heritage identities and identify life events and incidents which help shape the mixed-heritage participants’ identity formation and their heritage language and culture maintenance. This study involved eight Chinese/Taiwanese-American mixed heritage college students in the United States. By analyzing the in-depth one-on-one interview data through the lens of the poststructuralist view of identity and the cultural ecological framework of biethnic identity, this study found that the Chinese/Taiwanese culture-related events and the learning of Chinese/Taiwanese household culture and values that occurred in the participants’ childhoods helped form their mixed-heritage identities. Moreover, despite incidents that made the participants feel marginalized, such as stereotypical assumptions toward mixed-heritage individuals, and despite of the lack of Chinese/Taiwanese heritage language proficiency of some of the participants, this study found a positive attitude and strong desire in the participants to maintain ties with their Chinese/Taiwanese heritage language and culture.
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