Acculturation, Bilingualism, and Academic Achievement for 1.5- and Second-Generation Chinese American Students

• In Event: Understanding Diversity in Achievement for 1.5- and 2nd-Generation Asian American Students

Abstract

The existing literature on bilingualism suggests a positive influence on academic achievement (King & Fogle, 2006; Portes, 2002; Portes and Rumbaut, 2001). Yet, little is known about how bilingualism in conjunction with other factors affects academic achievement. For example, Chinese American and Hispanic American students are both prevalently bilingual but do not excel in school at the same rates. Some studies attribute this discrepancy to different rates of acculturation adopted by immigrant families after they migrate to the United States (Roysircar, 2003). The perspective of selective acculturation (Portes and Rumbaut, 2001) may explain the interplay between acculturation and bilingualism in relation to academic achievement. Selective acculturation theory states that when the acculturating individual or groups form a positive relationship with the host culture, they also maintain a positive relationship with the culture of origin (Berry, 1998). During the process of immigration, families who adopt selective acculturation inculcate a bicultural and bilingual perspective in 1.5 and 2nd generation children. Thus, the selective acculturation pattern should be considered when using bilingualism to gauge the academic achievement of immigrant students. The purpose of this study is to examine the relationship among acculturation, bilingualism, and academic achievement for 1.5 and second generation Chinese-American students.

A qualitative inquiry method was employed to study how bilingualism for 1.5 and 2nd generation Chinese American students helps to navigate both Chinese and American cultures successfully, as well as its affect on their academic achievement. A semi-structured interview protocol was developed to examine participants’ perception on identity in relation to schooling experience and the trajectories in cultural and structural activities that shape their educational experience, and their acculturation and bilingualism in relation to their academic achievement. Content analysis was used to analyze interview data (Marshall & Rossman, 1999). The study was reviewed for the protection of human subjects and approved by IRB.

Chinese American students are identified as high achievers. The present study provides a preliminary explanation that bilingualism alone is not the major factor causing high academic achievement. Instead, taking the selective acculturation into consideration provides a fuller scope to explain academic achievement among bilingual Chinese-American students. Therefore, the present study challenges the existing literature simply asserting that bilingual students have better academic performance, and argues that bilingualism needs to be embedded within selective acculturation, which is the major factor assisting immigrant children’s academic performance.
With a growing number of immigrant families in the U.S., educators and policy makers should be concerned about the linguistic adaptation of immigrant children. Suggestions for practice and future research include advocating selective acculturation for new immigrant families, determining the role of the school in the acculturation process, and rethinking how bilingual education might better shape immigrant children’s educational experience. School policy needs to build on this new research; hence, more studies are needed to help us understand what policies can better serve the immigrant population in the realm of education.

Author

• Sally Wu, Claremont Graduate University