Social-Cultural Adaptation of Chinese Migrant Workers’ School-aged Children in the United States

• In Event: Cultural Transition in the School Setting

Abstract

This study explores the social-cultural adaptation of Chinese immigrant children in the American K-12 educational environment, with factors influencing adaptation as independent variables. Social-cultural adaptation is the dependent variable, with independent variables including students' psychological well-being, gender, length of stay in the States, parental job stability, school counselor support, English proficiency, age upon arrival, initial peer support, and academic performance.

A pilot study of semi-structured interviews with 10 participants examined the cultural adaptation experiences of children from migrant worker families. Qualitative analysis identified prominent themes and frequently occurring keywords as independent variables. These were used to design a questionnaire, along with the 15-item Hopkins Symptom Checklist for Depression, to assess cultural adaptation.

This research aims to provide insights into the adaptation and social experiences of Chinese migrant workers’ children in the U.S. educational system, offering theoretical support and practical recommendations for improving the educational experience of immigrant youth.

Authors

• Xinyuan Wang, student

• Su Jin, Miami University