Parental influences on Hmong American adolescents’ ethnic–racial identity

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Gabriela L. Stein, Associate Professor (Creator)
Andrew "Andy" Supple, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study examined associations between cultural socialization and Hmong American early adolescents’ (n 93) ethnic–racial identity in the context of the overall parent–adolescent relationship. Findings suggested that cultural socialization was positively related to ethnic exploration and resolution but not to affirmation. Involved–supportive parenting was not related to adolescent ethnic–racial identity either directly or as a moderator. Acculturation gaps, on the other hand, were indirectly related to ethnic affirmation via intergenerational conflict. In addition, indirect associations linking higher levels of cultural socialization to affirmation via conflict were found, but only at high levels of acculturation gaps. Findings and their implications are discussed. Our findings suggested that if Hmong American adolescents perceive that their parents are too traditionally Hmong, then when those parents attempt to teach their children about being Hmong or possibly attempt to boost pride in being Hmong, those attempts may create conflict in the family. That conflict, in turn, can lead to lowered feelings of pride in being Hmong.

Additional Information

Asian American Journal of Psychology, 9(3), 217-226
Language: English
Date: 2018
Hmong, acculturation gaps, ethnic identity, conflict, parent–adolescent relationships

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