Acculturative Stress Research Articles

The relation between self-efficacy, resilience, acculturative stress and mental health problems in Syrian youth: the mediating role of acculturation strategies

The relation between self-efficacy, resilience, acculturative stress and mental health problems in Syrian youth: the mediating role of acculturation strategies

The Mediating Role of College Adaptation between Acculturative Stress and Intention to Continue Studying of Vietnamese International Students: Exploring the Moderated Mediation Role of Social Support

The Mediating Role of College Adaptation between Acculturative Stress and Intention to Continue Studying of Vietnamese International Students: Exploring the Moderated Mediation Role of Social Support

Mental health disparities among first generation immigrants to the US

Mental health disparities among first-generation immigrants to the United States are intricately linked to the historical and sociopolitical context of immigration. The Immigration and Nationality Act of 1965 and policies such as Deferred Action for Childhood Arrivals (DACA) have shaped the demographic and experiential landscape of first-generation immigrants, influencing their mental health outcomes. Objective: This study aims to examine the mental health disparities experienced by first-generation immigrants in the United States, identifying the contributing factors and exploring effective strategies for addressing these disparities. Methods: A comprehensive literature review was conducted, analyzing studies on mental health outcomes among first-generation immigrants. The review focused on factors contributing to mental health disparities, including pre-migration experiences, migration-related stressors, post-migration challenges, and systemic barriers to mental health care access. The review also explored intersectionality and its impact on mental health, as well as case studies and examples of successful interventions. Results: The "immigrant paradox" suggests that immigrants often exhibit better mental health outcomes than native-born individuals, though this effect diminishes over time. Factors such as strong family ties and community support initially contribute to this mental health advantage. However, post-migration challenges, including acculturation stress, socioeconomic hardship, and discrimination, often lead to a decline in mental health. Certain mental health conditions, such as PTSD and anxiety disorders, are more prevalent among specific immigrant groups, particularly those fleeing conflict or persecution. Structural, cultural, and systemic barriers hinder access to mental health care, exacerbating disparities. Successful interventions often involve community-based approaches, culturally competent care, and integrated service models. Conclusion: Addressing mental health disparities among first-generation immigrants requires a multifaceted approach, including community engagement, policy interventions, and culturally competent care. By investing in research and implementing evidence-based interventions, it is possible to reduce mental health disparities and improve outcomes for first-generation immigrants. Future research should focus on long-term mental health trajectories, the impact of digital technologies, and the role of social networks.

Latinx parent-child acculturative stress profiles and their relation to expressed emotion and academic achievement.

This study derived parent-child acculturative stress (AS) profiles to evaluate how dyadic AS relates to parental expressed emotion (EE) and academic achievement. A sample of 284 Latinx youth (Mage = 11.5 years; 55.6% female) and their parents completed The Acculturative Stress Measure, and AS profiles were obtained using latent profile analyses (LPA). Profiles were compared across two outcomes: child and parent reports of parental EE using the Brief Dyadic Scale of Expressed Emotion, which measures parental warmth, criticism, and emotional overinvolvement (EOI), and child standardized test scores. Four AS profiles emerged using LPA fit indices: high child-low parent (HCLP; 7.7%), low child-high parent (LCHP; 13.4%), moderate child-low parent (MCLP; 14.4%), and low child-low parent (LCLP; 64.4%). Youth and parents in profiles reporting higher AS reported higher EE, particularly EOI. Youth in profiles characterized by greater AS obtained lower test scores. Parent and child dyads can experience different levels of AS. Higher dyadic AS was associated with worse perceived parental attitudes, as measured by EE, and lower academic achievement. Parental EE subscale differences varied based on the informant and their AS level. Findings underscore the importance of considering cultural factors and incorporating multiple family member experiences to meet the needs of Latinx families. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Acculturative stress and identity challenges undermine the successful reintegration of Australian veterans.

Reintegration into civilian society following military separation is a challenging process. There is a dearth of research into the impact of these factors on Australian veteran reintegration. The purpose of this phenomenological study was to explore the lived experience of Australian veterans during reintegration, through the lens of acculturative stress and identity. Ten interviews were conducted with ex-serving members of the Australian Defence Force. Post-1990 veterans of all genders, who were at least 18 years of age, from all service branches were eligible for the study. Thematic analysis revealed two overarching themes each with three main themes; acculturative stress (assimilation, societal issues, social isolation), and integrated identity (acceptance, integrated communities, and adapting to the civilian world). Each main theme contained two subthemes illustrating their significance. Difficulty integrating civilian and veteran identities was a key barrier to successful reintegration and negative separation experiences undermined integration of civilian and veteran identities. Acculturative stressors identified were poor understanding by family, community, and clinicians of the incompatibility between military and civilian cultures. Education is needed for clinicians, the community, and families about military culture and difficulties for veterans when reintegrating into civilian society. Support for reintegration should be tailored to the needs of veterans encompassing personally meaningful activities, use of military skills in civilian contexts, ongoing membership of the military community and engagement with other veterans. This will ultimately foster integration of veteran and civilian identities, enabling veterans to retain their veteran identity in a manner that is adaptive for the civilian context. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Acculturative stress and depressive symptoms among international university students: A meta-analytic investigation

Research has consistently supported a positive relationship between acculturative stress and depression among international students. However, variations in findings have indicated the need for a quantitative synthesis of existing studies. This random-effects meta-analysis included twenty-four independent studies meeting eligibility criteria, comprising 5712 international university students (Female = 55.56 %; mean age = 24.49, range 17–64 years old). Findings revealed a robust relationship (Fisher’s Z = 0.531; CI [0.305, 0.756]; p < 0.001) between acculturative stress and depressive symptoms among international university students, indicating a large effect (Cohen, 1992). Moderating variables such as age, gender, host culture, and measurement scales showed no significant effects on this association. The findings confirmed the positive correlation between acculturative stress and depression, showing that increased levels of acculturative stress among international university students are linked to higher levels of depression. The results suggest the potentially pivotal role of acculturative stress in understanding and addressing depressive symptoms among international university students. Importantly, the study highlights the need for future research involving a more diverse range of international students and countries, given the predominance of studies conducted in the United States with samples primarily of Asian origin.

Genotype-by-Environment Interactions in Nonalcoholic Fatty Liver Disease and Chronic Illness among Mexican Americans: The Role of Acculturation Stress.

This study examines the complex interplay of genetic and environmental interactions that shape chronic illness risk. Evidence is mounting for the role of genetic expression and the immune response in the pathogenesis of chronic disease. In the Rio Grande Valley of south Texas, where 90% of the population is Mexican American, chronic illnesses (including obesity, diabetes, nonalcoholic liver disease, and depression) are reaching epidemic proportions. This study leverages an ongoing family study of the genetic determinants of risk for obesity, diabetes, hypertension, hyperlipidemia, and depression in a Mexican American population. Data collected included blood pressure, BMI, hepatic transaminases, HbA1c, depression (BDI-II), acculturation/marginalization (ARSMA-II), and liver health as assessed by elastography. Heritability and genotype-by-environment (G×E) interactions were analyzed, focusing on the marginalization/separation measure of the ARSMA-II. Significant heritabilities were found for traits such as HbA1c (h2 = 0.52), marginalization (h2 = 0.30), AST (h2 = 0.25), ALT (h2 = 0.41), and BMI (h2 = 0.55). Genotype-by-environment interactions were significant for HbA1c, AST/ALT ratio, BDI-II, and CAP, indicating that genetic factors interact with marginalization to influence these traits. This study found that acculturation stress exacerbates the genetic response to chronic illness. These findings underscore the importance of considering G×E interactions in understanding disease susceptibility and may inform targeted interventions for at-risk populations. Further research is warranted to elucidate the underlying molecular pathways and replicate these findings in diverse populations.

Internationally educated nurses’ workplace acculturation and strategies for integration: Application of the Fourfold Model of Acculturation Theory (FMAT)

Introduction. Internationally educated nurses (IENs) bring diverse skills, experiences, and cultural perspectives to healthcare institutions in the host country. However, their integration involves multiple adjustments encompassing physical, sociocultural, linguistic, psychological, and economic changes. Aims. This paper aims to explore the acculturation processes experienced by IENs and create strategies to support them as they adjust to their new workplace environment. Methods. The Fourfold Model of Acculturation Theory (FMAT) was utilized to develop effective strategies to improve professional, psychosocial, cultural, and organizational outcomes for IENs. Findings. Poor IEN integration stemming from cultural disparities leads to acculturation stress. This stress involves physical health issues, mental exhaustion, identity confusion, social isolation, and marginalization by their colleagues. Implications. The successful integration of IENs requires the involvement of stakeholders at the host workplace. Two-way workplace integration requires efforts from and partnership between stakeholders and IENs. Conclusion. The Fourfold Model of Acculturation Theory underscores that IENs who embrace both their native and dominant cultures are better integrated into their new workplace environments. Such integration positively impacts the individual, institutional, and societal domains. Stakeholders, policymakers, program planners, and healthcare institutions must foster a pluralistic culture and provide support to domestic and international nurses in understanding their professional roles and practices.

“Struggling like fish out of water”: a qualitative case study of Chinese international students’ acculturative stress in the UK

“Struggling like fish out of water”: a qualitative case study of Chinese international students’ acculturative stress in the UK

Mental health priorities and cultural-responsiveness of the Mental Health First Aid (MHFA) training for Asian immigrant populations in Greater Boston, Massachusetts

BackgroundAsians and Asian Americans have the lowest rate of mental health service utilization (25%) in the US compared to other racial/ethnic groups (39 − 52%), despite high rates of depression, anxiety, and suicidal ideation. The lack of culturally-responsive mental health trainings hinders access to mental health services for these populations. We assessed the mental health priorities of Asian communities in Greater Boston and evaluated cultural responsiveness of the Mental Health First Aid (MHFA), a first-responder training teaching participants skills to recognize signs of mental health and substance use challenges, and how to appropriately respond.MethodsThis is community-based participatory research with the Boston Chinatown Neighborhood Center (BCNC), Asian Women For Health (AWFH), and the Addressing Disparities in Asian Populations through Translational Research (ADAPT) Coalition. We conducted focus groups with community-based organization staff and community members to assess mental health priorities of Asian populations in Boston, MA. We then evaluated the utility and cultural-responsiveness of the English-language MHFA for Asian populations through pre- and post-training questionnaires and focus groups with community participants. Paired t-tests were used to evaluate questionnaire responses. Thematic analysis was used to analyze interviews.ResultsIn total, ten staff and eight community members participated in focus groups, and 24 community members completed the MHFA and pre- and post-training questionnaires. Common mental health challenges in the Asian communities reported by participants were loneliness, high stigma around mental illnesses, academic pressure, and acculturation stress. Compared to pre-training, MHFA participants demonstrated lower personal mental health stigma (p < 0.001) and higher mental health literacy (p = 0.04) post-training. Participants also noted the lack of data statistics and case studies relevant to Asian populations in the training, and desired the training be offered in languages spoken by Asian ethnic subgroups (e.g., Chinese, Vietnamese).ConclusionCultural-responsiveness of the MHFA for Asian populations could be improved with the inclusion of data and case studies that capture common mental health challenges in the Asian communities and with translation of the MHFA to non-English languages predominant in Asian communities. Increasing the cultural relevance and language accessibility of the MHFA could facilitate wider adoption of these trainings across communities and help to reduce mental health stigma and gaps in literacy and service utilization.

Identity Formation and Acculturation in Smith’s White Teeth and Adichie’s Americanah: Critiquing the Immigrants’ Generational Experiences

This paper examines the relationship between identity formation and acculturation in Zadie Smith’s White Teeth and Chimamanda Ngozi Adichie’s Americanah by unpacking the behaviours and experiences of the first-generation immigrant characters Samad (White Teeth) and Ifemelu (Americanah), and the second-generation immigrant characters Millat (White Teeth) and Dike (Americanah). These two generations of immigrants represent two-fold aspects of acculturation process. For the first-generation immigrants, integration serves as a vital acculturation strategy. However, the second-generation immigrants experience an in-between condition because of their weaker ties to their home country and culture, coupled with the experiences of discrimination in their new cultural environment. To analyze these themes of acculturation within the novels, this study integrates John W. Berry's and David L. Sam's concepts of acculturation, acculturation strategies, and acculturation stress. Additionally, Stuart Hall's concept of cultural identity is borrowed to elucidate the notions of culture and identity within the narratives. Furthermore, Homi K. Bhabha’s notion of hybridity is employed to examine the in-between state of second-generation immigrants in the novels. By highlighting the connection between identity formation and acculturation in the novels, this study underscores the importance of understanding the complexities of identity formation and acculturation among immigrants across generations in diverse cultural contexts.

Caregiver experienced racism, acculturative stress, and political hostility predict anxiety in Latinx families residing in the United States.

Cultural stress potently predicts mental health inequities, such as anxiety, among adult and adolescent immigrants in the United States. However, less work has focused on preadolescence, a period marked by neurodevelopmental and psychosocial changes that can exacerbate anxiety symptoms. Latina girls, who exhibit heightened levels of untreated anxiety, may be at elevated risk. The present study tests whether cultural stress predicts anxiety symptoms in Latina girls and their caregivers. The primary caregivers of 161 predominantly Mexican-identifying Latina girls (Mage = 10.70, SD = 1.68) reported their exposure to racism, acculturative stress, and political hostility. They also reported their own and their daughter's anxiety severity. To index cultural stress, a principal component was extracted from composite scores of the racism, acculturative stress, and political hostility questionnaires. Hierarchical regression analyses then tested whether the multidetermined cultural stress component predicted caregiver and child anxiety, with child age, annual household income, and subjective socioeconomic status entered at the first step. Cultural stress positively predicted caregiver (ΔR² = .13, p < .001) and child (ΔR² = .15, p < .001) anxiety symptoms over and above the observed inverse effects of subjective socioeconomic status, such that higher levels of cultural stress were associated with elevated levels of caregiver (ß = .37, p < .001) and child (ß = .39, p < .001) anxiety symptoms. The results of this study highlight the role of racism, acculturative stress, and political hostility in escalating anxiety symptoms in Latinx families and identify cultural stress as a factor that likely contributes to the high rates of anxiety in Latina girls during a key developmental period. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The relationship between acculturative stress and psychological outcomes in international students: a systematic review and meta-analysis.

The current systematic review aimed to examine the relationship between acculturative stress (AS) and psychological outcomes in international students to determine the role AS may play in predicting the mental health of international students. The studies included in the current systematic review and meta-analysis had considered AS and its impact on psychological outcomes among international students studying abroad. After checking the studies found in our primary search through the scientific databases in terms of our eligibility criteria, 29 studies were included, of which 26 were eligible for a meta-analysis (total N = 7,247). Meta-analysis indicated a moderate mean correlation of AS with psychological outcomes like depression, life satisfaction, quality of life, vocational outcome expectations, drinking behaviors, resilience, health promotion behavior, psychological adjustment, psychological distress, negative affect, and mental health symptoms (r = 0.39) and depression (r = 0.41), respectively. The review of studies revealed a robust relationship between AS and increased negative psychological outcomes such as depression, psychological distress, and general stress, as well as decreased positive psychological outcomes such as psychological adjustment, mental health, life satisfaction, and quality of life.

The association between acculturative stress and rule-breaking behaviors among Latinx adolescents in rural areas: A moderated mediation analysis.

The present study examined the association between acculturative stress and rule-breaking behaviors, with depressive symptoms as the mediator, and emotion regulation and parental behavioral involvement (i.e., time spent in shared activities between parents and adolescents) as the moderators among Latinx adolescents in rural areas. Using a sample of Latinx adolescents (N = 193; Mage = 15.90; 54.4% female) recruited from rural areas, a moderated mediation model was tested. Findings showed that the mediational pathways connecting acculturative stress, depressive symptoms, and rule-breaking behaviors were moderated by emotion regulation and parental behavioral involvement. Specifically, higher levels of acculturative stress were associated with higher levels of rule-breaking behaviors through elevated depressive symptoms only among adolescents who reported low levels of both emotion regulation and parental behavioral involvement. These findings underscore the importance of considering multiple contextual factors in understanding the development of internalizing and externalizing behaviors among Latinx adolescents in rural areas. The findings suggest intervention programs may target parental behavioral involvement and emotion regulation to help adolescents cope with acculturative stress and perhaps other minority stressors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Children's bullying victimization and the acculturative stress of immigrant mothers in Korea: Exploring heterogeneity by mother's country of origin.

Over the past three decades, the number of multicultural families in Korea, defined as a family consisting of a native Korean and a marriage immigrant, has increased significantly. Although bullying victimization among multicultural family youth is rightfully a growing concern, less is known about the effects bullying has on immigrant mothers of children who have been bullying victims. Using data from the Multicultural Adolescents Panel Study, this study investigates whether children's bullying victimization is associated with immigrant mothers' acculturative stress and whether this association differs depending on mothers' country of origin (China, Japan, and Southeast Asian countries). Fixed effects estimates revealed that children's bullying victimization is positively associated with their immigrant mother's acculturative stress, and this association is robust to controlling for unobserved time-constant individual-level heterogeneity. When stratified by mother's country of origin, the association was larger and statistically significant only among Southeast Asian mothers. No associations were observed among Japanese and Chinese mothers. Our findings suggest that interventions aiming to support bullied children should be expanded to also support their immigrant mothers. Policymakers may wish to consider the specific backgrounds and contexts of immigrant mothers, with special attention to Southeast Asian women. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Assessment of Suicide Risk and Cultural Considerations in Forcibly Displaced Migrant Youth

Migrant youth who face forced displacement from their home countries have an emergent mental health burden, placing them at increased suicide risk. As such, it is crucial for pediatric providers to include suicide screening and assessment in their care for this population. Migrant families seek safety but, in many cases, encounter adverse events and psychosocial inequities in the migration journey and in the host community. Factors such as trauma, acculturative stress, and intersectionality influence suicide risk in migrants. Summative traumatic events contribute to the mental health load and worsen suicidal outcomes in migrant youth. Acculturative stress can lead to social marginalization in the host country, further adding to the existing mental health burden. Finally, intersectionality encompasses complex sociocultural influences, which shape the development of cultural identity in migrant youth and influence suicide risk. By examining these factors, the author advances cultural considerations in screening and assessment for suicide risk in migrant youth through evidence-based tools in pediatric clinical practice. Barriers to access to mental health services, stigma, and distrust of the health care system within the host community are also addressed. The author establishes recommendations for early suicide screening and prevention within this population through trauma-informed care, active advocacy, and cultural sensitivity.

“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences

The present study was grounded in a social constructionist epistemology with an integrative social justice lens. It highlights the perspectives of one group – that of newcomer youth – from a collective case study exploring the phenomenon of school integration across multiple collaborators in one designated high school. As school integration is a central component in the lives and experiences of newcomer youth, this study aimed to provide insights and lessons learned directly from this group as they were integrating into a high school in Western Canada. In line with the epistemology and research design, the research prioritized participant voices with the goal of affecting change within the designated high school. The central research question guiding this study was: How do participants perceive and describe their experiences of integrating into high school? To address this question, semi-structured, qualitative interviews were conducted with 13 newcomer high school students between the ages of 15 and 19. Upon conducting a thematic analysis on the interview transcripts, five salient themes were developed, including (a) the stress of acculturation, (b) language transition, (c) making connections, (d) navigating academics, and (e) renegotiating life. In this manuscript, the inter-relationship between these themes is discussed in a manner that captures the complex, multifaceted process of school integration. Relatedly, implications are presented.

Reimagining Social and Emotional Supports in Schools for Immigrant Students: A Contextual and Structural Approach

Immigrant students and families experience disproportionate exposure to trauma, immigration-related stress, structural inequities, and poor access to mental health and social services which can lead to mental health inequities. Immigrant students and their families also have many strengths that can buffer potential negative mental health outcomes. Schools, which address social and emotional development in addition to academic achievement, are critical institutions that can play a unique role in enhancing the strengths and responding to the needs of immigrant students and families. In this review, we adapt the Behavioral Model for Vulnerable Populations to acknowledge the contextual and macro-level factors (e.g., relevant policies, environmental influences, and structural factors) and the predisposing, enabling, and need factors that immigrant students and families experience and impact access to school mental health and social services. We discuss school-based interventions that show efficacy for improving mental health outcomes and focus on addressing acculturative stress among immigrant students. We also discuss models to address social determinants of health need among immigrant students and families within schools, including the community schools model applied to immigrant students and families. We conclude this review by providing recommendations and strategies for pediatricians and schools to transform school-based supports for immigrant students and families and promote equitable outcomes. Our recommendations include incorporating multi-level school supports for addressing mental health, social need, and acculturative stress among immigrant students, along with reinforcing the strengths of immigrant students, and promoting school collaborations with pediatricians, school-based health centers, and trusted community partners.

What Makes an International Student in the U.S. Have Less Psychological Distress?

This study aims to identify which factors predict psychological distress among international college students attending American universities. International students experience unique stressors, as well as bring with them their own enculturation: culture of origin identity, language, and competence when acculturating. To get a comprehensive picture, we collected survey data on demographics, acculturation, stress, anxiety, depression, and symptomatology from N = 146 college students ( n = 51 international students; n = 95 U.S. citizens) from three universities in the southeastern United States. For international students, increased acculturation to the U.S. (English proficiency and culture competence) is related to decreased symptomatology and anxiety. Additionally, international students’ competencies in culture of origin are significantly associated with competencies in U.S. acculturation. Regression analyses indicated that among international students, higher U.S. acculturation and lower stress, significantly predicted less anxiety; lower stress significantly predicted less symptomatology. Implications for higher education and future research are discussed.

The Influence of Korean Proficiency on School Adjustment among Immigrant Youth: Focusing on the Dual Mediating Effect of Peer Support and Acculturative Stress

The Influence of Korean Proficiency on School Adjustment among Immigrant Youth: Focusing on the Dual Mediating Effect of Peer Support and Acculturative Stress