Cho Bokhee
(College of Human Ecology, Kyunghee University)
,
Han Sae-Young
(Dept. of Child Welfare, Chungbuk National University)
,
Lee Joo-Yeon
(College of Human Ecology, Kyunghee University)
The purpose of this study was to explore the relationship between acculturation and the daily adjustment of Korean-Chinese children to Chinese society. Specifically, this study examined the differences between language factors and cultural factors in the levels of acculturation of Korean-Chinese chi...
The purpose of this study was to explore the relationship between acculturation and the daily adjustment of Korean-Chinese children to Chinese society. Specifically, this study examined the differences between language factors and cultural factors in the levels of acculturation of Korean-Chinese children. In addition, the differences of Korean-Chinese children's adjustment according to their levels of language-related and culture-related acculturation were analyzed. Subjects consisted of 679 Korean-Chinese 4th graders in Yangil, Shenyang, and Harbin. First, the result from this study showed that Korean-Chinese children in Yangil, Shenyang, and Harbin were more acculturated to the Chinese language than to Chinese cultural activities. Second, language factors and cultural factors in acculturation were distinctively associated with Korean children's daily adjustment variables such as their well-being, internal locus of control, achievement motivation, school adjustment, teacher and peer support. Lastly, this study revealed that using Korean ethnic language and maintaining Korean ethnic culture are more likely to be associated with better daily adjustment for Korean-Chinese children. These results discussed within the unique sociocultural context of the Korean-Chinese immigrant society. This study suggests that ethnic minority children's adjustment and development should be understood within the sociocultural context of their immigrant society.
The purpose of this study was to explore the relationship between acculturation and the daily adjustment of Korean-Chinese children to Chinese society. Specifically, this study examined the differences between language factors and cultural factors in the levels of acculturation of Korean-Chinese children. In addition, the differences of Korean-Chinese children's adjustment according to their levels of language-related and culture-related acculturation were analyzed. Subjects consisted of 679 Korean-Chinese 4th graders in Yangil, Shenyang, and Harbin. First, the result from this study showed that Korean-Chinese children in Yangil, Shenyang, and Harbin were more acculturated to the Chinese language than to Chinese cultural activities. Second, language factors and cultural factors in acculturation were distinctively associated with Korean children's daily adjustment variables such as their well-being, internal locus of control, achievement motivation, school adjustment, teacher and peer support. Lastly, this study revealed that using Korean ethnic language and maintaining Korean ethnic culture are more likely to be associated with better daily adjustment for Korean-Chinese children. These results discussed within the unique sociocultural context of the Korean-Chinese immigrant society. This study suggests that ethnic minority children's adjustment and development should be understood within the sociocultural context of their immigrant society.
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문제 정의
Since every ethnic minority has a unique immigrant history and the power relations between the ethnic culture and the host culture are diverse, the sociocultural context should be considered to understand cultural adaptation and development of ethnic minorities (Taylor, 1987). Based on this context-specific view, this study examined acculturation and adjustment to Chinese society by Korean-Chinese children. Results from this study will provide an opportunity to compare acculturation and social adjustment of a Korean- Chinese minority group with the experiences of ethnic minorities in Western societies.
Based on this context-specific view, this study examined acculturation and adjustment to Chinese society by Korean-Chinese children. Results from this study will provide an opportunity to compare acculturation and social adjustment of a Korean- Chinese minority group with the experiences of ethnic minorities in Western societies.
This study examined Korean-Chinese children's acculturation of two separate factors; language factors and cultural factors. Korean-Chinese children's diverse adjustment variables including well-being, internal locus of control, achievement motivation, school adjustment, teacher support, and peer support according to the level of acculturation was analyzed.
mainstream society? To understand the cultural adaptation of the Korean-Chinese in China, this study examined Korean-Chinese children's adjustment to Chinese society and the levels of their acculturation.
제안 방법
First, the acculturation scale in this study might consist of two sub-factors (language and culture), and the internal reliability of the culture-factor is somewhat low. Although it is reasonable to use the culture factor items because the specific contents of culture-factor items seem to have very high face validity distinguished from language-factor, and this study conceptually operationalized "acculturation" with the two domains; language- related domain and culture-related domain, the low Cronbach5s alpha of culture-related acculturation fector might affect the result of the analysis. Thus, in any future studies, a specifically targeted acculturation scale for children should be developed and used.
and Martinex (1989). Although the original scale consists of five sub-factors (intra family language factor, extra-family language factor, cultural familiarity and activities factor, cultural identification and pride factor, and social affiliation and activities factor), a social affiliation and activities factor was eliminated in this study because all the items seemed to be related to only Western culture (Which language do you use when you pray? etc.). In addition, among the rest of the items, this study selected only those items that were appropriate for children and deleted such items designed fbr adults (Which ethnic person do you prefer as your spouse? etc.
Specific variables of adjustment included psychological well-being, internal locus of control, achievement motivation, school adjustment, social support of teachers and peers. The research questions for this study are as follows:
This study used both indicators of acculturation, including language and culture, to explore acculturation of Korean-Chinese children. Although both language factors and culture factors are part of acculturation, ethnic minority children's specific levels of acculturation in each factor might be different due to the impact of particular socio-contextual characteristics.
To examine the differences in their daily adjustment as Korean-Chinese elementary school children's acculturation, the subjects were categorized into three groups based on their language-related acculturation score; the Korean language group, the Korean and Chinese language group, and the Chinese language group. The 'Korean language group5 included subjects who answered that they usually (or always) use Korean language in their daily lives.
대상 데이터
The participants were asked to respond to a questionnaire, written in Korean, asking about their acculturation in language and culture and their daily adjustment. A total of 645 questionnaires were gathered. Of them, the data from 599 were used in the final analysis by excluding inappropriate responses including missing data.
A total of 679 Korean-Chinese elementary school students in Yangil, Shenyang, and Habin, China participated in this study. The subjects were all fourth graders and consisted of 308 boys (46.
The data was collected from an elementary school for Korean-Chinese children located in %ngil, China, in March, 2003, and in Shenyang and Harbin, China, in December, 2003. Most students in these schools use Korean as their first language, and their ethnic backgroxmd is Korean- Chinese.
participated in this study. The subjects were all fourth graders and consisted of 308 boys (46.5%) and 355 girls (53.5%) with a median age of H.64 years.
데이터처리
To examine the differences between language and culture-related acculturation, a paired t-test was conducted. In addition, the differences among acculturation groups in children's adjustment were analyzed by ANOVA and Scheffe^ test.
program. To examine the differences between language and culture-related acculturation, a paired t-test was conducted. In addition, the differences among acculturation groups in children's adjustment were analyzed by ANOVA and Scheffe^ test.
To explore in which domain Korean-Chinese children might be more assimilated to Chinese culture, the mean scores of language-related acculturation factors and culture-related acculturation 玲ctors were compared by using a paired t-test. <Table 1 그 shows the results of the differences between language-related factors and culture-related factors in the acculturation scores of Korean-Chinese elementary school children.
이론/모형
mobility. Five items from Herman's A Questionnaire Measure of Achievement Motivation (Herman, 1970) were used in a 4-point scale. Higher scores indicate greater achievement motivation.
성능/효과
are important in several aspects. First, it was found that acculturation works for immigrant children's daily adjustment. Second, this study suggests that acculturation patterns and their relationship with daily adjustment may be diflerent across diverse minorities and diverse host cultures.
First, the acculturation scale in this study might consist of two sub-factors (language and culture), and the internal reliability of the culture-factor is somewhat low. Although it is reasonable to use the culture factor items because the specific contents of culture-factor items seem to have very high face validity distinguished from language-factor, and this study conceptually operationalized "acculturation" with the two domains; language- related domain and culture-related domain, the low Cronbach5s alpha of culture-related acculturation fector might affect the result of the analysis.
Second, when the differences in Korean-Chinese children's adjustment according to their levels of acculturation were analyzed, it was found that Korean-Chinese children who preferred using and keeping their Korean language and culture showed higher scores overall in their adjustment than did those children who focused solely on the Chinese language and culture. This result confirms the importance of preserving Korean language and culture in Korean-Chinese children's adjustment.
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