Peter Allen Lee

Cultural orientation and racial discrimination: Predictors of coherence in Chinese American young adults

The study examined the contribution of domain-specific cultural orientation and racial discrimination to subjective competence (as measured by sense of coherence) in American-born and immigrant Chinese American young adults. It was hypothesized that sense of coherence would be more strongly predicted by domain-specific cultural orientation for immigrants, but by racial discrimination for American-borns. A total of 122 American-born and 231 immigrant Chinese American college students living in a multicultural setting participated in this study. As hypothesized, domain-specific cultural orientation more strongly predicted sense of coherence for immigrants (coherence varied by cultural orientation on all three life domains studied) than for American-borns (coherence varied by cultural orientation on only one domain). Also, racial discrimination more strongly predicted sense of coherence for American-borns than immigrants. Implications of the findings are discussed.

Cultural predictors of self-esteem: a study of Chinese American female and male young adults.

This study examined how specific domains of cultural orientation (language, social affiliation, and cultural pride) related to self-esteem for a sample of 174 Chinese American male and 179 Chinese American female college students. Participants completed measures of cultural orientation (General Ethnicity Questionnaire; J.L. Tsai, Y.W. Ying, & P.A. Lee, 2000) and self-esteem (M. Rosenberg, 1965). Cultural orientation significantly predicted self-esteem, above and beyond the contribution of age, gender, grade point average, and socioeconomic status. Specifically, proficiency in English and Chinese languages and pride in Chinese culture were positively correlated with self-esteem, whereas affiliation with Chinese people was negatively correlated with selfesteem. The cultural predictors of self-esteem differed for Chinese American men and women. Whereas self-esteem was mainly related to pride in Chinese culture for Chinese American women, self-esteem was mainly related to English and Chinese language proficiency for Chinese American men. Implications of these findings for understanding Asian Americans are discussed.

Predictors of Depressive Symptoms in Chinese American College Students: Parent and Peer Attachment, College Challenges and Sense of Coherence

Based on Antonovskys salutogenic model, the authors hypothesized that sense of coherence would mediate the effects of parent and peer attachment and college challenges on depressive symptoms as well as moderate the relationship between college challenges and depressive symptoms in Chinese Americans. To test our hypotheses, 353 Chinese American college students completed paper-pencil measures. Supporting our hypotheses, sense of coherence fully mediated the effects of parent and peer attachment on depressive symptom level and served as a partial mediator and moderator of the effect of college challenges on depressive symptoms. Implications of the study findings for promoting the mental health of Chinese American students are discussed.

Relationship of young adult Chinese Americans with their parents: variation by migratory status and cultural orientation.

To examine whether Chinese and American cultural orientations mediate the association between migratory status and parent relationship, 122 American-born, 121 early-immigrant, and 110 late-immigrant Chinese young adults were measured on cultural orientation and parent relationship. The poorest relationships were found in the early-immigrant group. Cultural orientation mediated the difference in parent relationship between early and late immigrant groups, but not between early-immigrant and American-born groups. Implications of the findings for research and practice are discussed.

Network Composition, Social Integration, and Sense of Coherence in Chinese American Young Adults

Summary This investigation examined the network composition, social integration, and sense of coherence in a group of 353 Chinese American students at a public university. About half (55.5%) of the sample had a Chinese-only (ethnically same) network while the remainder had either ethnically and/or racially mixed networks. Late immigrants (arriving after age 12) were more likely to have close relationships with other Chinese only, and American-borns and early immigrants (arriving before or at age 12) were more likely to have non-Chinese Asian and non-Asian members in their network. Greater racial/ ethnic similarity among network members was associated with greater network integration. Individuals with a racially/ethnically mixed network enjoyed the highest sense of coherence, followed by those with an ethnically same network, and those with either a racially-same or mixed network reported the lowest sense of coherence. Altogether, the findings suggest ethnically/racially similar networks afford a sense of comfort, but more diverse networks offer the reward of increased competence and better person-environment fit.

Inventory of college challenges for ethnic minority students: psychometric properties of a new instrument in Chinese Americans.

The Inventory of College Challenges for Ethnic Minority Students (ICCEMS) is a newly developed instrument that assesses challenges faced by ethnic minority college students across a range of cultural, academic, social, and practical domains. The present study tested the ICCEMS among Chinese American students in an attempt to identify its factor structure and assess its psychometric properties. A total of 13 factor domains emerged. The Cronbachs alpha and 1-month test-retest reliability of the subscales and the overall scale supported their reliability. Both criterion and construct validities were also demonstrated. Chinese American college students faced the greatest challenges in terms of unclear career direction and academic demands.

Asian American adolescents' academic achievement : A look behind the model minority image

Summary This investigation examined the attitudes and behavior regarding academic achievement from the perspective of 153 Asian American adolescents who participated in an essay contest entitles “Growing Up Asian American.” Less than half the adolescents (42.5%) reported a positive attitude toward academic achievement, while over half expressed either negative attitude (13.1%) or mixed positive/negative attitude (44.4%). In contrast, an overwhelming majority (83%) of the adolescents exhibited embracing behavior toward academic achievement, while only 1.3% rejected and 15.7% showed mixed embracing/rejecting behavior. In addition, attitude and behavior were significantly correlated. All of the adolescents with positive attitudes exhibited embracing behavior. Adolescents with non-positive attitudes (negative or mixed) were more likely to show embracing behavior (70.5%) than non-embracing (rejecting or mixed) behavior (29.5%). The findings suggest significant distress among Asian American adolescents even though, behaviorally, they may be embracing academic achievement.

The Development of Social Work in Vietnam: The Role of International Collaboration

This paper explores the emergence of social work as a profession in Vietnam and the ways in which international collaboration can play a role in its development. The paper reviews the literature pertaining to the social issues that have accompanied recent rapid social and economic change in Vietnam. The authors then describe recent developments in social work and social work education in Vietnam in response to these emerging problems. The role of international collaboration is explored and examples of four recent collaborations are provided that illustrate exchanges of curriculum and related social work knowledge, capacity building, technical assistance, and teaching. Factors that influence successful international collaborations are delineated and conclusions about future opportunities for such collaborations in Vietnam are presented.

The Experience of College Challenges Among Chinese Americans

Abstract The current investigation examined the experience of college challenges in 112 American-born, 121 early immigrant, and 110 late immigrant Chinese American students. Due to differential acculturation, it was hypothesized that late immigrants would encounter the most difficulties and American-born Chinese the least. Using the 13-domain Inventory of College Challenges for Ethnic Minority Students, we found that late immigrants reported more problems than American-born Chinese on six academic, social, and general living domains and experienced more problems than early immigrants on two academic and social domains. Additionally, early immigrants fared worse than American-born Chinese on two social and general living domains. Service implications, particularly for late immigrants, are discussed.