Bicultural Identity Integration Research Articles

文化智力对中国留韩研究生导生关系感知的影响研究 – 双文化认同整合的中介作用和解释水平的调节作用 –

文化智力对中国留韩研究生导生关系感知的影响研究 – 双文化认同整合的中介作用和解释水平的调节作用 –

Checking Multiple Boxes: Themes Associated With Bicultural Identities

Multicultural individuals frequently feel they must check multiple boxes when responding to identity questions. In this investigation, we collected narratives from 402 bicultural individuals about their experiences with multicultural identities and used automated text-analytic tools to examine the valence of the narratives (sentiment analysis) and the most prevalent themes used (Meaning Extraction Method). In addition, we examined the relationships between the narratives and the two dimensions of Bicultural Identity Integration (BII) scales, Harmony and Blendedness. Findings suggested that the narratives were more emotionally positive than negative, and there were six most common themes. Furthermore, themes were significantly associated with BII scales. Our analyses provide deeper insights into the nature of bicultural identity using naturalistic language data.

Down the rabbit hole: Acculturation, integration and adaptation

The re-analysis of Nguyen and Benet-Martínez’s (2013) meta-analytic data and a new meta-analysis of longitudinal studies by Bierwiaczonek and Kunst (2021) showed that the relationship between acculturation and adaptation is weak and that the effect size for unbiased results for integration may not differ from zero. These findings pose a major challenge to acculturation theory and research where the premises that acculturation is reliably related to adaptation and that integration is the most adaptive strategy are widely accepted. In this paper I consider how we as acculturation scholars could respond to this challenge. First, I summarize the results of Bierwiaczonek and Kunst’s (2021) meta-analytic studies and the response by Grigoryev et al. (2023), noting that the findings reported in both papers are characterized by small effect sizes and large amounts of heterogeneity. I then consider what single studies can tell us about acculturation and adaptation, highlighting the influence of methodological and contextual factors on this relationship. Finally, I synthesize research on cultural identity configurations, bicultural identity integration and cultural identity styles to show how each program of research on cultural identity integration leads to different, but more nuanced, conclusions about the relationship between acculturation and adaptation. To advance acculturation theory and research I argue that we should reframe our questions from “to what extent are acculturation and integration related to adaptation?” to “how and when are acculturation and integration related to adaptation?” I also advocate putting more emphasis on acculturation processes and contexts in future research.

East Asian American cultural essentialism

East Asian American cultural essentialism

Examining the Role of Cultural and Family Factors in Substance Use Risk Among Indian American Youth

Introduction Although Indian Americans constitute the second-largest immigrant group in the United States, there is a paucity of information about Indian American youth, particularly with respect to substance use risk. We examined the relationship of social factors to permissive substance use beliefs (a proxy for substance use risk since they can lead to adulthood substance use and misuse) and family functioning. Methods The study used structural equation modeling to examine the prevalence of permissive substance use beliefs in a sample of Indian American youth ages 12–17 (N = 223) and examined the degree to which discrimination, bicultural identity integration, and endorsement of the model minority stereotype were associated with permissive substance use beliefs. Results Findings suggest that bicultural identity integration (B = 0.267 [SE = 0.112], p = 0.01) and discrimination (B = 0.294 [SE = 0.087], p = 0.001) are positively associated with permissive substance use beliefs. Bicultural identity integration (B = 0.415 [SE = 0.090], p = 0.0001) was positively associated with family support (B= −0.329 [SE = 0.108], p = 0.002) which, in turn, was associated with less permissive substance use beliefs. In contrast, endorsement of the model minority stereotype (B = 0.351 [SE = 0.090], p = 0.001) was positively associated with family closeness (B = 0.232 [SE = 0.927], p = 0.01) which, in turn, was associated with family support and then with less permissive substance use beliefs. Conclusions Discrimination and bicultural identity integration emerged as key constructs related to substance use risk among Indian American youth. These youth could benefit from culturally appropriate prevention programming that addresses the negative impact of discrimination and its effect on permissive substance use beliefs and highlights protective factors.

Bicultural identity and adjustment among ethnoracially minoritized and immigrant adolescents

For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents (Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.

Understanding the relations between family cultural socialization and bicultural identity integration in burmese college students of refugee background.

Understanding the relations between family cultural socialization and bicultural identity integration in burmese college students of refugee background.

The Association of Ethnic and American Identities with Psychological Well-Being among Latinx Emerging Adults: The Mediating Role of Bicultural Identity Integration.

Latinx emerging adults explore and commit to their ethnic and American identities which may influence their psychological well-being. However, it may not be the act of exploring and committing to their ethnic and American identities that influence emerging adults' psychological well-being; instead, it may be how they integrate both identities. To test this possibility, this study tested whether ethnic and American identity exploration and commitment were associated with psychological well-being by way of two bicultural identity integration processes (i.e., blendedness and harmony) among Latinx emerging adults. Data came from a year-long three-wave longitudinal study about stress and well-being among Latinx first-years (70% female; Mage = 18.20; SD = 0.51) with Wave 1 collected in Fall 2020, Wave 2 in Spring 2021, and Wave 3 in Fall 2021. Cross-sectional and longitudinal structural equation modeling suggest ethnic identity exploration and American identity commitment to be associated with psychological well-being by way of bicultural identity integration blendedness (i.e., perceived cognitive overlap between identities) and harmony (i.e., perceived affective conflict between identities). Results point to ethnic and American identity exploration and commitment being related with blendedness and harmony, which, in turn, were related with psychological well-being in the moment but not over time.

Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective

AbstractAlthough the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topic Social media use for learning is associated with students' academic motivation, engagement and academic achievement. Social media use may have affordances for identity development, especially for ethnic minorities. The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization. What this paper adds Social media use for math learning was directly and positively related to ethnic minorities' math identity. This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity. Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity. Implications for practice and/or policy Promoting social media use for math learning benefits ethnic minority students' math identity. Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development. Ethnic minority students' math identity socialization processes merit attention.

To Be in Harmony: Chinese American Adolescents' and Parents' Bicultural Integration During the COVID-19 Pandemic.

Experiences of racial discrimination have been found to be associated with internalizing problems among ethnic-racial minority youth. However, mediating and moderating processes that might explain this association is less well understood. Thus, the present study aimed to examine whether Chinese American adolescents' bicultural identity integration harmony (BII-Harmony) mediated the association between their experiences of racial discrimination and internalizing behaviors. Furthermore, we examined the moderating role of their parents' BII-Harmony in this mediation model. Chinese American adolescents (Mage = 13.9 years; SD = 2.3; 48% female) reported their experiences of racial discrimination and BII-Harmony, and their parents (Mage = 46.2 years; SD = 5.2; 81% mothers) reported their BII-Harmony and their children's internalizing difficulties. Chinese American adolescents' racial discrimination experiences were negatively associated with BII-Harmony, and in turn, more internalizing problems, but only when their parents also reported low and mean levels of BII-Harmony.

Managing the unexpected: Bicultural identity integration during the COVID-19 emergency

Unexpected and sudden emergency situations such as COVID-19 may render ethnic minorities particularly vulnerable to experiencing negative outcomes. Yet, we put forward that Bicultural Identity Integration (BII) – the degree to which bicultural individuals perceive their cultural identities as compatible and overlapping – may represent a resource in times of emergencies, since it may positively influence, through enhancement of psychological well-being, how bicultural individuals respond in terms of distress and coping strategies. Based on this assumption, the present study aimed at examining the relationship between BII and responses to COVID-19. N = 370 bicultural individuals (mean age = 26.83, SD = 8.74) from different cultural backgrounds were recruited online and completed measures of BII, psychological well-being, COVID-19 distress and coping strategies (positive attitudes, avoidance, social support seeking) during the second wave of the COVID-19 pandemic in Italy. We tested a model in which BII was the predictor, psychological well-being was the mediator and reactions to the COVID-19 emergency (distress, use of coping) were the outcomes. This model was tested against two alternative models. The proposed model showed a better fit to the data compared to the alternative models. In this model, psychological well-being mediated the relationship between BII (harmony) and coping strategies, except social support seeking. These findings highlight the important role played by BII in emergency situations, as it may indirectly, through enhancement of psychological well-being, contribute to enhance biculturals’ adaptive reactions in terms of distress as well as affect coping strategies during highly stressful events.

The financial ambidexterity of the immigrant entrepreneurs: a conceptualization

PurposeAccess to financing has long been identified as a stumbling block for the economic endeavors of immigrant entrepreneurs (IEs) in host countries. Yet, little is known about the internal enablers for the IEs success to overcome their financing barriers in host countries. Accordingly, the purpose of this paper is to introduce the theoretical concept of the financial ambidexterity of IEs as a potential behavioral ability some IEs develop over time to access financing in both host and coethnic contexts.Design/methodology/approachThe paper uses sociopsychological lenses to introduce and discuss the term “financial ambidexterity of IEs” by synthesizing empirical evidence drawn from the different literature on immigrant entrepreneurship, biculturalism, financial literacy and cultural intelligence. This discussion is carefully embedded within the framework of the immigrant entrepreneurship literature.FindingsThe study proposes and discusses the role of bicultural identity integration, cultural intelligence and financial literacy in enabling the “financial ambidexterity of IEs.” It further defines the “financial ambidexterity of IEs” as their ability to explore and exploit financing opportunities, either simultaneously across the contexts within which they are embedded, e.g. coethnic and mainstream, or alternately in one context when barriers occur in the other.Originality/valueThe paper mainly contributes to the literature on immigrant entrepreneurship by suggesting an explanation for how IEs overcome financing barriers in their host countries, and why some IEs are more successful in that than other peers. Moreover, the paper attempts to advance the understanding of immigrants' entrepreneurial endeavors using a sociopsychological lens that considers cultural, cognitive and knowledge-related factors.

Moved to Norway, Then Moved by Norway: How Moments of Kama Muta Is Related With Immigrants’ Acculturation

In this paper, we investigated the relation between a positive social emotion, kama muta, and immigrants’ acculturation to Norway. Kama muta is evoked by a sudden intensification of a communal sharing relationship. Since communal sharing relationships are characterized by feeling one with others and orienting one’s actions to something they have in common, we predicted that feeling kama muta about Norway or Norwegians would enhance immigrants’ motivation to adopt Norwegian culture. We investigated this with exploratory sequential mixed methods: In Study 1, we interviewed 18 immigrants in Norway to understand in which situations the emotional experience, that can be identified as kama muta, occurs in connection to Norway and Norwegians, and how this affects acculturation to Norwegian culture. Based on the results of Study 1, we developed prompts that assessed immigrants’ kama muta experiences in connection with Norway and formulated hypotheses relating to immigrants’ bicultural identity integration, acculturation motivations, motivation to stay, and acculturative stress. In Study 2 we quantitively assessed these hypotheses in a larger sample of immigrants to Norway ( N = 142). The frequency and intensity of kama muta experiences in connection with Norway uniquely predicted immigrants’ motivation to adopt Norwegian culture, and negatively predicted acculturative stress. This suggests that kama muta can connect immigrants to their new homeland.

School adaptation among immigrant youth from a Dutch integration program: The influence of acculturative stress and bicultural identity integration on academic motivation

School adaptation among immigrant youth from a Dutch integration program: The influence of acculturative stress and bicultural identity integration on academic motivation

Multiple identities juggling game: types of identity integration and their outcomes

ABSTRACT In order to analyze how individuals socialized into multiple cultures integrate their different socio-cultural belongings, Benet-Martinez and colleagues introduced the construct of Bicultural Identity Integration. More recently, this construct has been applied to the study of identity dynamics beyond ethnicity under the more general rubric of Identity Integration (II), and with the goal of examining how other types of self-aspects intersect with each other. This Special Issue showcases current work on II and illustrates how this approach has become an effective theoretical tool to study identity processes in different social contexts. The multiplicity of methodologies used, the differing participants’ backgrounds, and the various identity domains explored, confirm that the II framework is useful to understand the complexity of multiple identifications.

The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications.

Background: University students with a vocational pathway face greater cultural, psychological, cognitive, and behavioral challenges during the transition process than their counterparts with an academic route. Method: This study examined the predictive effect of bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness on school belonging using a quantitative approach with 326 Chinese vocational pathway university student participants. Result: The participants had high levels of cultural adaptability, self-esteem, academic resilience, and school belonging, but they also displayed moderate interaction anxiousness. Bicultural identity integration (B = 0.24; p < 0.001), self-esteem (B = 0.35; p < 0.001), and academic resilience (B = 0.25; p < 0.001) significantly positively predicted school belonging, while interaction anxiousness (B = −0.17; p < 0.01) negatively predicted school belonging. Conclusions: Bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness were crucial determinants of school belonging among Chinese university students with vocational qualifications. Effective measures should be initiated to boost their feelings of being recognized, respected, and connected to the university community.

Feeling at Home in Two Cultural Worlds: Bicultural Identity Integration Moderates Felt Authenticity

Bicultural individuals navigate and identify with two cultures. Biculturals differ in levels of Bicultural Identity Integration (BII)—how much their two cultural identities are combined and compatible (high BII) versus divided and conflicting (low BII). We hypothesized that during conformity in cultural ingroup contexts, biculturals with low BII feel inauthentic (being untrue to themselves), whereas biculturals with high BII feel authentic (being true to themselves). Across four experiments with Asian-Americans, expressing cultural conformity (vs. non-conformity) in Asian or American contexts produced felt inauthenticity among participants with low BII but not high BII (Studies 1–3). Felt inauthenticity was due to cultural identity threat (perceived identity exclusion) (Study 2). Activating self-kindness counteracted felt inauthenticity for low BII participants during cultural conformity (Study 3) and produced felt authenticity (Study 4). Our findings imply that responding kindly to the self makes biculturals at ease in their cultural homes, at least temporarily.

Nostalgia across cultures

Nostalgia, a sentimental longing for one's past, has been garnering keen empirical attention in the psychological literature over the last two decades. After providing a historical overview, we place the emotion in cross-cultural context. Laypeople in many cultures conceptualize nostalgia similarly: as a past-oriented, social, self-relevant, and bittersweet emotion, but more sweet (positively toned) than bitter (negatively toned). That is, the nostalgizer reflects on a fond and personally important event—often their childhood or valued relationships—relives the event through rose-colored glasses, yearns for that time or relationship, and may even wish to return briefly to the past. Also, triggers of nostalgia (e.g., adverts, food, cold temperatures, loneliness) are similar across cultures. Moreover, across cultures nostalgia serves three key functions: it elevates social connectedness (a sense of belongingness or acceptance), meaning in life (a sense that one's life is significant, purposeful, and coherent), and self-continuity (a sense of connection between one's past and present self). Further, nostalgia acts as a buffer against discomforting psychological states (e.g., loneliness) similarly in varied cultural contexts. For example, (1) loneliness is positively related to, or intensifies, nostalgia; (2) loneliness is related to, or intensifies, adverse outcomes such as unhappiness or perceived lack of social support; and (3) nostalgia suppresses the relation between loneliness and adverse outcomes. Additionally, nostalgia facilitates one's acculturation to a host culture. Specifically, (1) nostalgia (vs. control) elicits a positive acculturation orientation toward a host culture; (2) nostalgia (vs. control) amplifies bicultural identity integration; and (3) positive acculturation orientation mediates the effect of host-culture nostalgia on bicultural identity integration. We conclude by identifying lacunae in the literature and calling for follow-up research.

Bicultural identity in childhood: Preliminary validation of the Bicultural Identity Integration Scale for Children (BIIS-C).

In the present study, we adapted and validated the Bicultural Identity Integration Scale for Children (BIIS-C). 259 bicultural children (119 males, 140 females; Mage = 11.07, SD = 1.24) were provided with a questionnaire. Based on adult versions of the scale, we tested the factorial structure of a set of 11 nonreversed items tapping into harmony (vs. conflict; six items) and blendedness (vs. compartmentalization; five items) dimensions. A two-factor model was compared with a one-factor model. In line with research on adults, results showed that the two-factor model (with nine items) fitted the data better than the one-factor model. The two dimensions yielded reliable scores and were correlated in the expected direction with personality variables, acculturation attitudes, and perceived discrimination. The BIIS-C provides valid and reliable scores for research on biculturalism in childhood. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Chinese American Adolescents' Experiences of COVID-19-Related Racial Discrimination and Anxiety: Person-Centered and Intersectional Approaches.

The present study examined the impact of COVID-19-related racial discrimination on Chinese American adolescents (N = 213; Mage = 13.95 years, SD = 2.35; 49% girls) at the intersection of race and gender. We explored (1) subgroups of adolescents based on ethnic identity, bicultural identity integration, and behavioral acculturation; (2) their demographic correlates; and (3) whether the association between racial discrimination and anxiety varied across subgroups and gender. Latent profile analysis identified three profiles: bicultural, marginalized, and separated. Bicultural and marginalized adolescents were vulnerable to direct and vicarious racial discrimination, respectively. Moreover, bicultural and marginalized boys and separated girls were more negatively affected by COVID-19-related racial discrimination. The findings highlight the utility of person-centered and intersectional approaches in understanding Chinese American adolescents' experiences of racial discrimination.