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Discrimination Experiences Among Low-Income Chinese Immigrant Families Living in the Greater Boston Area

Wed, April 7, 10:15 to 11:15am EDT (10:15 to 11:15am EDT), Virtual

Abstract

Chinese immigrant families experience discrimination in the U.S. (e.g., Benner & Kim, 2009; Yip et al., 2008), and discriminatory experiences (DEs) have significantly increased since the COVID-19 pandemic (e.g., Devakumar et al, 2020). DEs may increase risk for psychopathology among adults and children (e.g., Mereish et al., 2011; Grossman & Liang, 2008). Researchers investigating DEs among Chinese immigrant children (1st and 2nd generation) have predominantly focused on adolescence (e.g., Qin et al., 2008; Juang et al., 2018). However, there is an absence of literature on the DEs of Chinese immigrant preschool and elementary school children, a developmentally sensitive period, and their caregivers’ reactive responses to those experiences. Understanding such experiences and responses can help service providers provide additional support to families during this time of increased racism. This phenomenological qualitative study investigated DEs among Chinese immigrant families and caregivers’ responses to those experiences in the Greater Boston area. Twenty-four primary caregivers, recruited predominantly through a community organization serving Chinese immigrant families, participated in one of four focus groups conducted in Cantonese and Mandarin in Fall 2019 (pre COVID-19). Ninety-two percent identified as female. Sixty percent immigrated to the U.S. between 2009 and 2016, predominantly from Guangdong province in China. All caregivers had at least one child between the ages of 2 and 11. As part of a larger study on caregiving and contextual influences, participants were asked if their children have experienced or may experience discrimination in the Greater Boston area or heard of other children experiencing discrimination. As a follow-up, they were asked how Chinese caregivers could support children experiencing discrimination. Audio and video recordings were translated and transcribed by native speakers on the research team. Thematic analysis using emic and etic approaches was used to analyze the data. Based on transcripts, an initial codebook was developed to capture participants’ words, phrases, attitudes, and beliefs. Coding was applied using Dedoose and interrater reliability was considered. After coding, preliminary themes were identified within and across focus groups. Data reduction sessions resulted in final identified themes. Caregivers reported that discrimination is a normal part of life that everyone must cope with. They reported that bullying in schools is a DE that they heard about and/or their children experienced. Some caregivers said when bullying occured, educators’ responses were inadequate (e.g., not notifying the caregiver). When caregivers were with their children, they witnessed and/or experienced discrimination in various public spaces and institutions (e.g. buses, community events). Experiences included being told to go back to China or differential treatment. They identified White individuals and People of Color (e.g., Black, Latino) as the perpetrators. Caregivers discussed how they responded or would respond to their children’s DEs. Depending on the level of threat to personal safety, responses varied from ignoring the discrimination to providing extra love to confronting the perpetrators (Figure 1). Some caregivers reported interest in some assistance with responding to DEs. Findings have implications for supporting Chinese immigrant families during this time of increased xenophobia by service providers.

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