The Interplay between Parental and Peer Cultural Socialization and Its Impact on Ethnic Identity Development of 1.5- and Second-Generation Chinese/Taiwanese Immigrants in Toronto, Canada

Background and Purpose:

The ethnic identity development of minority adolescents was found to be associated with their self-esteem, psychological adjustment and academic achievement. Researchers have been interested in different agents of cultural socialization (i.e. the learning of cultural norms, customs and values); among these agents, parents and peers were found to be the most influential. Despite the rich body of literature on cultural socialization, very few studies have examined the interplay of these two agents and its effect on immigrant adolescents’ ethnic identity development. Therefore, adopting the life-course and ecological perspectives, this study aims to explore 1.5- and second-generation Chinese/ Taiwanese immigrants’ experiences with parental and peer cultural socialization across the period of their early adolescence to early adulthood.

Methods:

We conducted 13 individual interviews and 3 focus groups (n = 23), with a total of 36 participants. The sample was recruited using purposive sampling in order to obtain a diverse sample in terms of generational status, age cohort and their families’ places of origin. The sample includes 30 young adults (18 to 30 years old) and 6 older adults (65 years old or above). The sample consists of 26 females (72.2%) and 10 males. Fifteen participants were identified as 1.5-generation immigrants (i.e. immigrate before 14 years old) and twenty-one were born in Canada. The interviews and focus groups both followed a semi-structured interview guide. Participants were encouraged to narrate their adolescence experiences with their family life, friendship circle, identity, etc. The audio-recordings were transcribed, and data were analyzed using grounded theory approach.

Results:

Data shows that adolescents’ experiences with familial and peer cultural socialization can be divided into three stages: (a) conflict, (b) mutual-facilitation, and (c) achieved identity. In the first stage, parental expectations were in conflict with adolescents’ experiences with their peers. Due to discrimination, exposure to Western culture, and their interactions with peers, some participants were reluctant to follow their parents’ expectations of cultural practices. However, in their late adolescence, cultural experiences with family and friends became mutually facilitating – adolescents recognized that their habits and value systems were influenced by their parents, so they felt closer to friends with shared experiences and culture. These experiences were brought back home and stimulated conversation related to their cultural heritage. These two contexts interacted and facilitated adolescents’ ethnic identity exploration and eventually achievement in their early adulthood. Meanwhile, there were group differences in participants’ identity development trajectory according to their neighborhood, generational status and social context. 

Conclusions and Implications:

Immigrant parents has identified cultural socialization as one of the most important parenting goals but many of them found it challenging because of their children’s experiences in other social contexts. This study provides better understanding of the interplay of family and peer influence on adolescents’ ethnic identity development. Family service providers should encourage mutual understanding between parents and adolescents in different stages and facilitate adolescents’ identity exploration by providing opportunities in various social contexts.