Multicultural Paper

Acculturation v. Tradition in Chinese-American Families

Abstract This paper will face the numerous generations of Chinese-American families in order to distinguish whether traditional values, rather than acculturation of the family to American culture, benefit the individual’s emotional health, self esteem, and overall success. It will study the insight of paternal and maternal parents, along with children in daughter and son point of view. Hopefully, this paper will be able to discuss and determine that the best environment for Chinese-American families is by maintaining an equilibrium between acculturation and traditional Chinese fundamentals.

Introduction Multicultural psychology is the methodical study of all aspects of human behavior as it takes place in settings where people of different cultural backgrounds encounter each other. These aspects of human behavior consist of age, ethnicity, social class, and culture. Ethnicity is based on the identity or membership within a particular nation or cultural group and execution of that group 's customs, beliefs, and language. Race is frequently incorrectly used in the place of ethnicity. Race defines a group of beings that interbreed to develop common physical characteristics, thus only a description based on appearance. Chinese immigration primarily began during the 18th century, but continue as current as the present day. Chinese-American families have thrived, contributing to the melting pot that America has come to be known as. Most successful immigrations comprise of acculturation. Acculturation is the process of incorporating norms and values of the host civilization into the immigrant’s. First generation Chinese-Americans find acculturation more difficult than later generations, which cause a greater interference between the family and increase the level of stress than would be faced initially. Many Chinese customs adhere to strict yet simple rules of the family. The father being the ultimate say of the family, the mother being lesser than he. The first born taking priority, although a son in presence takes priority over daughters. Another tradition follows the eldest son resuming the family business, in other words continuing the family name and respect. A great double-standard exists for males and females in the Chinese culture. Women are seen unable to fulfill the duties of a man such as, college degrees, high executive careers, or just living without a male presence. Elderly respect is one of the most foremost important values. Self-sacrifice or needs are laid aside for the better of the family. Obeying and paying tribute to ancestors and grandparents yields a fruitful life in the aspect of family. Feminism has no literal translation in Chinese, because of the respect one has for the whole rule of living. The first generation Chinese-Americans confront a much harder task living in an American culture. A culture of such freedom and liberation to express thoughts and feelings. Women’s rights of being the CEO’s and senators. Another difficult feat would be the racial prejudice and stereotypes that obstruct the American dream of equality. The thought of a person having lesser value because of their skin color or physical appearance is an unknown idea. Placing Chinese-Americans in one of the most neutral stances in aspect of human worthiness. Challenged by these first time experiences, first generations are more prone to depression and stress related disorders. Especially for children in these situations, bombarded by the American life one can be consumed with the materials and cause an internal strife with the Chinese family dynamics. According to J. Szapoeznik “Ethnic minority families face the added complexities of navigating challenges that arise from immigration, acculturation, and/or assimilation processes” (p. 676 Handbook of Multicultural Counseling). After dealing with these issues in the first generation, the incorporation of a liberated society along with the strict morals of family life provide a healthy and successful future.

Discussion In America, education is intensely emphasized, whereas in China and other countries of the world only those who can afford school attend. Many Chinese-Americans immigrating to America envision their children attending grade school and further on to college, only then to achieve a successful job. With the criteria to follow a strict household Chinese-American success can only be distinguishable within the category of Asian. Although this consists of Japanese, Indian, Korean, and several other nationalities or ethnicities, the percentages tend to fall into the same statistics in aspect of education. Using a family genogram as a tool in counseling, F. Leong portrays the case of a Chinese-Panamanian-American student by listing his family members, their occupations, and their educational histories. Leong finds that the student’s parents were first generation immigrants to Panama and concludes the student as tricultural, speaking three languages distinguishing between identity and language, situation, and religion. The student’s advantage of having Westernized parents and grandparents allows for optimal growth educationally and individually. In some cases, families not so fortunate in the acculturation factor. J. Szapoeznik describes the most negative intergenerational effect on families when, “ the adolescent who pulls toward the new culture lured by its newness, and the parents who in fear of changes act protectively to pull the adolescent back toward the culture of origin” (p.740 Handbook of Multicultural Counseling). This constant pulling in both directions builds a rift in the family, rather than a bonding family in a foreign place encourages rebellion. Not only do divided families form, but depression and stress related disorders surface in individuals prone to disorders. The disorders can be prevented through strong social interaction, relationships between family members, and intimate relationships. In a society built on individuality like America, P. Hays states, “ in Chinese culture, the individual is supposed to forgo the self in favor of the family or larger society. In some circumstances, this might make it difficult for a person to accept interventions oriented toward increasing personal autonomy and assertiveness” (p. 84 Ethics in Psychology). Conflicting opinions of how one should pursue his or her life is introduced by a seemingly safe environment like school, placed there by parents. Acculturation can be damaging to the state of mental health more so to first generations than any of those later. According to M. Eisenbruch, “ the level of exposure to and involvement in U.S. culture is important when examining mental health factors for Asian Americans” (p. 674). As of the year 2000, Asian Americans made up 3.6 percent of the American population. Of the percentage, approximately twenty five percent of the Asian American population of 2000 were of Chinese ethnicity. A large-scale investigation of the prevalence of selected disorders conducted was named The Chinese American Psychiatric Epidemiological Study (CAPES), using DSM–IIIR criteria ( Mian Wang 2007). Examining the rates of depression it was found that Chinese Americans suffered from moderate levels of depression. Take into consideration ninety percent of the surveyed were not born in America, concluding ninety percent were first generation Chinese American. Wang introduces the reputation of the Chinese of non-expressive emotions, “In this view, it is not so much that Chinese suppress or repress affective symptoms, but that the context of the situation influences what is presented. Chinese may display somatic symptoms to mental health workers but show depressive symptoms to others” (p. 40). The somatic symptoms that are displayed are not commonly used by professionals to diagnose in America. Following the trait of non-expressiveness, it may be a strengthening quality of Chinese Americans to posses in a culture such as the American. According to the U.S. Census Bureau of 1997 the study found that 78.5 percent of the 2.2 million Asian families are headed by married couples, more than the 76.3 percent for non-Hispanic whites or any other major group. Next to that 84 percent of Asian American children were living with both parents. For some the ability to stay married is a sacrifice, but for Chinese Americans it is more of an obligation. An obligation to the family before one’s self and obligation to the self’s ancestors. Not to say that Chinese American parents are more loving to their children, but take more consideration the togetherness of parents to provide for the better of their children. A beneficial side of later generations of Chinese Americans, find the ability to have a two person source of income. Rather than the dominant father working alone, the American culture has contributed to the Chinese American feminist side. This also contributing to the male dominance point of view. Not forcing it onto one or the other but a gradual merge as decades pass for Chinese American children to acculturate to American society. Thus, providing a more liberal lifestyle, but allowing any form of native traditions to thrive, second or third generation Chinese American families a much less struggling life than the first generation.

Conclusion First generation Chinese American families face a struggle most immigrants do. Acculturation processes that are stressful and sometimes morally compromising, but in some cases learning is compromising one’s own morals and values. To learn of a new society and accept it is lifting the barriers of worlds that are too often torn apart by differences and discriminations. The struggles dealt with by first generation Chinese American families are acknowledged by the immigrants, but accepted with the sacrifice of exertion for future generations and their ability to thrive in a society where diligence and effort equals success. The development of depression would be inevitable for immigrants prone to depression, but it is for more that will not have to suffer the minor pains of an individual’s sacrifice for better of the family. In aspect of human equality, Chinese see the being within over the personal appearance and the being within rather than the size of the wallet. Judging by character is a trait that must be taught early in childhood, because in the American society it is hardly found. For the dominant male, the feminist world of America places the respect of a woman over the ruling of a man. The emphasis of education in America utilizes the Chinese way of obedience and sternness. For the family name can be carried on through the success of what education can build. Men and women are equal, brothers and sisters are loved and valued equally, because the emphasis on children and the ability to sacrifice was obviously the motivation of the immigration. A greater path, more opportunities, more choices for the generations to come, all the reasons why immigrating to America is ideal. The acculturation of Chinese to America is one of the best combinations of morals and values. By maintaining the main native fundamentals of respect and hard work, the incorporation of American freedoms of speech, equality, and opportunity, the Chinese American generations after the first face a far less sacrifice for a far better future.

Works Cited
Ariel, S. (1999). Culturally competent family therapy: A general model. Westport, CT: Praeger. Handbook of Multicultural Counseling. p.676
College, Hunter., Tong, Virginia M. (1996). Home Language Literacy and the Acculturation of Recent Chinese Immigrant Students. The Bilingual Research Journal Vol. 20, Nos. 3 & 4, pp. 523-543.
Eisenbruch, M. (1991). From posttraumatic stress disorder to cultural bereavement: Diagnosis of Southeast Asian refugees. Social Science Medicine, 33, 673-680.
Ember, Melvin., Levinson, David. (1997) American Immigrant Cultures: Building a Nation. Macmillan Library Reference. New York: Simon and Schuster.
Hays, P.A. (1995). Multicultural applications of cognitive-behavior therapy. Professional Psychology: Research and Practice, 26, 309-315. Ethics in Psychology. p. 84
Leong, F.T.L. (Ed.). (1995). Career development and vocational behavior of racial and ethnic minorities. Mahwah, NJ: Lawrence Erlbaum.
Seelye, H. Ned, & Wasilewski, Jacqueline Howell. (1996). Between Cultures: Developing Self-Identity in a World of Diversity. Lincolnwood, IL: WTC Publishing Group.
Szapoeznik, J. (1984) Bicultural Effectiveness Training: A treatment intervention for enhancing intercultural adjustment. Journal of Behavioral Sciences, 6, 317-344. Handbook of Multicultural Counseling. p. 740
Wang, Mian. Implementing Positive Behavior Support With Chinese American Families: Enhancing Cultural Competence. Journal of Positive Behavior Interventions, Vol 9(1), Win 2007. pp. 38-51.

Cited: Ariel, S. (1999). Culturally competent family therapy: A general model. Westport, CT: Praeger. Handbook of Multicultural Counseling. p.676 College, Hunter., Tong, Virginia M. (1996). Home Language Literacy and the Acculturation of Recent Chinese Immigrant Students. The Bilingual Research Journal Vol. 20, Nos. 3 & 4, pp. 523-543. Eisenbruch, M. (1991). From posttraumatic stress disorder to cultural bereavement: Diagnosis of Southeast Asian refugees. Social Science Medicine, 33, 673-680. Ember, Melvin., Levinson, David. (1997) American Immigrant Cultures: Building a Nation. Macmillan Library Reference. New York: Simon and Schuster. Hays, P.A. (1995). Multicultural applications of cognitive-behavior therapy. Professional Psychology: Research and Practice, 26, 309-315. Ethics in Psychology. p. 84 Leong, F.T.L. (Ed.). (1995). Career development and vocational behavior of racial and ethnic minorities. Mahwah, NJ: Lawrence Erlbaum. Seelye, H. Ned, & Wasilewski, Jacqueline Howell. (1996). Between Cultures: Developing Self-Identity in a World of Diversity. Lincolnwood, IL: WTC Publishing Group. Szapoeznik, J. (1984) Bicultural Effectiveness Training: A treatment intervention for enhancing intercultural adjustment. Journal of Behavioral Sciences, 6, 317-344. Handbook of Multicultural Counseling. p. 740 Wang, Mian. Implementing Positive Behavior Support With Chinese American Families: Enhancing Cultural Competence. Journal of Positive Behavior Interventions, Vol 9(1), Win 2007. pp. 38-51.