Identity Struggles in Second Generation American Immigrant Children

Nicholas Romanin

Student ID: 72494

Independent Study

Dr. A. Scott Moreau

August 10, 2010

 Romanin 1

Introduction

Imagine that you are an Asian-American. You were born in the States, but your

parents werenʼt. You grew up speaking Tagalog, but when you started going to school

you noticed that everyone spoke English, no one had ever heard of Tagalog, and no

one quite looked like you. You learn English and you grow up playing and learning with

American kids. As you mature you realize something. You are very culturally and

philosophically different from your parents. However, you are not quite like the other

American kids you play with. Who are you? Are you Filipino or American?

As you explore this struggle, you realize that some of the things that your parents

do are very different from what parents of other kids do. Furthermore, you find that

many of the practices and ideas that your parents have are not ʻcool.ʼ You find that you

donʼt want to hang out with your parents and your friends at the same time; it would be

embarrassing. As this continues, you may even realize that the way you act around

your friends is very different from the person you are when you are with family. Which

one is the true you? Is it a combination of both?

The purpose of this paper is to explore these struggles and tensions in the

identities of second-generation immigrant children. Many second generation

immigrants go through a stage in their lives struggling with questions like “Who am I?”

or “Where do I belong?” Some find identities in the natal cultures of their parents while

others find more comfort being American. Some donʼt ever find a clear identity for

themselves. This paper explores the question “Why?”

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Presuppositions

Based on my own experience having a family filled with first and second

generation immigrants, and based on opinions and ideas gleaned from many articles

and research papers on similar topics, this paper focuses on two general areas of

influence. These areas are origin and surroundings. Origin is, in a basic sense, what

distinguishes a second generation immigrant from the natives of the host culture.

Surroundings describe the cloud of influence that may be different between one second

generation immigrant and another.

Origin

Influences of origin stem from all of those uncontrollable yet undeniable facts

about us and where we come from. They are things that from a very early age begin to

define who we are. These include religion, family background, natal culture, the

influence of parents, and even gender. All of these influences are contained within the

family unit and are present during the early stages of the childʼs upbringing. The

influences may remain throughout the personʼs life, though with varying degrees of

influence.

Religion

Religion is a very big factor; it is the root of worldview and often where people get

their sense of purpose and place. Religion can be partially organized and partially

attached to folklore and culture. Often times religion is so attached to a particular

culture that the two are inseparable. The parents of one Indian family in Canada,
 Romanin 3

according to their daughter, “taught [her] everything and...told [her] to go to the temple

and to keep reading, to keep [her] culture alive.” (Pearson, 200?). Keeping Hinduism

alive was synonymous to keeping Indian culture alive. Islam, for instance, is part of

being Saudi Arabian. There is a very strong connection between the cultural practices

of Saudi Arabia and the Islamic faith. In fact, most of the types of dress and even the

salutations commonly associated with Middle Eastern people are in general Islamic in

nature. To cease to adhere to these cultural forms is to cease to practice Islam. To

cease to practice Islam is to cease being part of the culture. Other religions, like

Catholicism, or Buddhism can be less outwardly culturally invasive, yet morals, prayers,

and holiday traditions are all deeply effected by these religions and are also tied to the

cultures in which they are found.

Natal Culture

Natal culture is the culture that the first generation immigrants were born into.

Natal culture is therefore the lens through which the first geners will be teaching the

second geners. In some cultures, like Middle Eastern cultures as discussed above,

religion is incredibly important, while for some families in other cultures, religion may

take a back seat to practicality or family. There are some cultures like Chinese culture

that are very communal, where loyalty to the family means more than anything, there

are cultures where loyalty to the very people group is important, and there are cultures

that are much less collectivistic and more individualistic such as German or American

culture. These backgrounds are going to influence how the second generation

immigrant children are raised. A child being taught a collectivistic mindset may be more
 Romanin 4

prone to favor people of his or her own color whereas a person who was brought up

more individualistically may seek more to do what is best for him regardless of who he

helps, hinders, or befriends.

Family Background

This category ties well into the first two, but is highlighted here more for the sake

of family size and location. For instance, one person may have a very large and

extended family with relatives living across the state as well as across the ocean.

Another person may have his father and mother, one sister, and one grandmother all in

one location. These two extremes of family style present two extremes of influence.

Someone with a tight-knit family of the former construction may produce a second

generation that is more closely tied to the natal culture and more prone to visit their

country of origin and study the language. A second generation immigrant with a family

of the latter construction may be relationally and emotionally close. However, that

family being in a new location may find itself relying on the community around them for

cultural guidance instead of the extended family.

The reason for coming to America is also an important aspect of family

background. Reasons for coming to America may influence how a parent views

America and the opportunity that future generations may have. The first and most

common reason that people emigrate to the U.S. is purely opportunistic. These people

have worked hard and saved up with the goal of starting something new in America.

Their dreams may include more financial freedom, a higher salary, higher standard of

living, or education. On the other side of the coin are the refugees; those fleeing from
 Romanin 5

war and poverty. These immigrants are searching for a place to be at peace. They are

often willing to do anything for a living, as long as it means not going back to where they

came from. They have a very good work ethic, and they treat their existence in America

as a blessing and a gift not to be taken lightly. These reasons may play a large part in

how parents shape the worldviews of their children.

Parental Influence

Parents play a significant role in all of our lives. Almost every little boy thinks at

one point or another, “I want to be just like my Dad.” This attitude, of course, gives way

to the rebellious nature of teenagers, but subconsciously remains, waiting to mature in

adulthood. Although there is an inherent desire to be like ones parents, parents often

take this into their own hands especially when living and dealing with a new culture

whose values donʼt match up with their own. Some parents are very strict and

controlling of their children. They may forcibly insist that the “Chinese way is the only

way” and that the things that are taught in school are meaningless. There are parents

who would be heartbroken if their child left their faith. These parents insist on bringing

their children up in a traditional fashion despite their new progressive home. Other

parents may be far more understanding and far more supportive of a different path that

their child may take. These parents may be OK with their kids not growing up just like

they were brought up.

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Skin color

Skin color is an important aspect for a simple reason. There are second

generation immigrants in America who look like stereotypical white Americans, and

there are second generation immigrants in America who look like immigrants. They are

American by birth, but they donʼt look like the stereotypical average American. This

effects how second generation immigrant children are perceived in group settings. In

their article “What it means to be and feel like a ʻtrueʼ American,” Park-Taylor et al

(2008) explore the concept of what it means to be American. They mention Barlow,

Taylor and Lambertʼs (2000) experiment, which found that “although African Americans

felt American and Cuban Americans did not, both groups reported they were not

perceived as such by White Americans.” Furthermore, many groups of ethnic second

generation Americans think that “to be American is to be White” (Devos & Banaii, 2005).

It is much easier to fit in when one looks like everyone else. This certainly effects how

these persons perceive themselves.

Gender

Gender plays a role simply because each gender has been given its own set of

tools for how to deal with life on an emotional level. When dealing with rejection,

confusion, or simply when challenged to separate social life and family life due to

cultural difference, men and women respond in different ways. The roles of men and

women in the natal culture may also play in here since the immigrant children will be

conscious of these roles as they are taught by their parents.

 Romanin 7

Surroundings

The influences of surroundings are manifold. These are the influences that one

is introduced to outside the home and influences that grow stronger once immediate

familial forces ebb and fade with time. Surroundings are all the influences outside of the

family that will no doubt contribute to a personʼs answering the question ʻWho am I?ʼ

These include friends and surrounding culture, nation of birth, and public opinion.

Friends and Surrounding Culture

Surrounding culture can be defined as the cultural setting into which the parents

have moved from their home countries. This will include home towns, the kids at

school, friends and neighbors, and parentsʼ friends and neighbors. Immigrants often

feel more comfortable living close to people of a similar background. Whether coming

from a collectivistic culture or not, people are more comfortable in a community of

people that speak their own language, hold their own values and traditions, and that

understand where they have come from. In big cities, this is manifested in little

communities of Italian people, Chinese people, or Japanese people all living together.

However, not every setting presents such an opportunity.

In Southern California there are entire communities of Chinese people or

Mexican immigrants. In these communities the Chinese population is so dense that the

culture, the architecture, and art all reflect Chinese language and culture. However, in

Cleveland, Ohio there is a small community of Slovenians. Slovenia is a very small and

sparsely populated country compared to China, and although there are many
 Romanin 8

Slovenians in this part of Cleveland, there are few places that are just Slovenian.

Chinese children in Southern California probably go to school with many other Chinese

children, but Slovenians in Cleveland go to school with Americans.

Furthermore, skin color plays a vital role in this topic. As mentioned above, a

European immigrant child may blend in well with the Anglo-Saxon American backdrop.

An Asian, however, will stick out unless he or she is brought up in a predominantly Asian

neighborhood.

Nation of Birth

For this paper, the nation of birth will only include America. However, this topic

will be discussed here because some cultures consider the passport as proof for ethnic

identity. Not only that, growing up in America, a second generation immigrant will learn

far more about America than he or she will about his or her parentsʼ natal country. Be

that as it may, if a white person were to be born and grow up in China with a Chinese

passport, that person will still be considered a foreigner by the Chinese because of skin

color. Therefore, depending on a personʼs worldview concerning the root of identity, one

may be more prone to identify with blood over nation of birth or vice versa.

Public Opinion

Public opinion can be defined as the light that the media and popular culture may

cast on a particular race or ethnic people. A community of people may develop

generalizations or prejudices about a race of people based on passed experience,

gossip, or the news. These opinions could be positive or negative, but whatever they
 Romanin 9

are, they will most likely form the assumptions that one person may make about another

person of a certain ethnic background upon their first meeting.

Methods

Aim of the research

The aim of this paper is to explore the reasons and factors for which second

generation immigrants may choose to highlight or suppress their ethnic identities in an

American cultural context. This research also explores the role that faith plays in this

search for identity.

Research tools

To gather information for this research, the author read many research papers,

articles, and essays regarding immigration, identity, and acculturation. These sources

came from newspapers, journals, and magazines spanning over 40 years. These

articles were about peoples from South America, Mexico, the Caribbean, Asia, Africa,

and Europe, all of which were immigrants to America. The articles discussed various

issues regarding these immigrants.

Surveys and interviews were also used to obtain information. A copy of the

survey can be found in Appendix A. Two surveys were sent out to about 40 people, and

32% (13 people) responded. Six of the participants were men and seven were women.

Five of the participants were of Asian origin, and eight were from Europe. Several of

those who participated in the surveys also participated in interviews.

 Romanin 10

Analyzing the data

Understanding that the topic of this paper is a fluid topic that has very complex

factors one being the individual personalities of each person, I looked for, in the papers

that were read as well as the surveys and interviews that were conducted, similarities

that could be found between people of similar backgrounds, people that grew up in

similar neighborhoods, or peoples of the same gender. I looked for similarities that may

be expressed in the ways that people choose to identify themselves in certain

situations, the ways that people look at America or their home countries, and similarities

in how people relate to parents and friends.

Findings

Gender differences

Several things that differed between the sexes were reflected in the surveys.

One of the differences was fluency in their parentʼs language. While all the participants

expressed knowledge of the language of their parents, nearly 75% of the women

considered themselves to be fluent in their parentsʼ language while only 50% of the men

did. Furthermore, the women interviewed and surveyed considered themselves to be,

on average, ʻvery closeʼ with their families while the men on average considered

themselves as just ʻclose.' (see surveys and results in Appendix A)

On the other hand, men proved to be more critical than women; not only of their

parentsʼ countries and cultures, but also of America. When asked if they had a positive

or negative perception of America or their parentsʼ natal countries, all the women had

positive responses, but when asked the same question, 80% of the men had a positive
 Romanin 11

perception of America, and only 50% of the men had a positive perception of their

parentsʼ natal countries. Further, nearly 85% of the men interviewed claimed to have

experienced racism in their childhood, while only about 60% of women did.

These data lead me to believe that women, in general, grow more comfortable

with their roots than men do. However, there is one piece of data that suggests

otherwise. When asked whether they had ever wished they or their parents were

different, almost 60% of the women surveyed indicated that at some point or another,

they wished that they were of a different background. However, only 33% of the men

indicated this feeling.

Background Differences

I noticed a very distinct set of differences between Asian immigrants and those

from Europe. The first difference noticed in this study was knowledge of their parentsʼ

language. When asked about language knowledge, 100% of the Asian participants said

that they knew the language of their parents, but only 80% of the Europeans knew their

ethnic languages. When asked about fluency, nearly 90% of the Asian participants

claimed to be fluent in the tongues of their ancestors, but only 20% of the Western

immigrants said they were fluent. This striking difference may show a difference in the

values that the parents may have had in bringing up their children, but it also may show

a difference in how these second geners value their ethnic identities.

Contrasting this last statistic, the first survey discovered that second generation

Asian immigrants are far more critical of their natal cultures than their Western

counterparts were. Almost 100% of the European rooted sample claimed that both they
 Romanin 12

and their parents had high opinions of “the old country.” A little more than half of the

second-gen Asians had positive opinions about their root countries.

Finally, in the second survey, participants were asked to freely make five

statements about who they say they are. Afterward, participants were to give five

statements regarding what they speculate others would say about them. Out of five

Asian participants, there were ten statements that were ethnic in nature. Six of the

statements were statements about how the participants would describe themselves.

Four European participants yielded only four statements regarding race, and two were

self proclaimed.

Blogs

Blogs also reveal something about the subcultures being examined here. When

searching for blogs by Asian-Americans, I found many that discussed things that Asian

Americans are commonly into, as well as little tidbits about the lives of the writers.

These topics commonly included video games, girls, college life, photography, etc. The

blogs were distinctly Asian and seemed to be for an Asian American audience, but most

of the blogs had little to do with Asia.

When searching for Russian-American blogs, I found many blogs that were about

Russia and her politics and culture. Many blog sites even had information about the

language and some had lessons. These blogs were more centered on the country of

Russia rather than the modern Russian-American subculture.

Latino blogs often discussed the trials, struggles, and joys of being Latino in

America. Topics included music, dancing, politics, immigration, and language learning.
 Romanin 13

These blogs were not focused on the countries of origin like the Russian blogs, nor

were they focused on Latin-American subculture, but on living as a Latino in America.

These three themes found in these three ethnic online blog styles show distinct

attitudes toward origin and present situation.

Discussion

Although there was not much literature about the topic of gender, the survey

showed that there is a difference between how men and women handle the identity

struggles of growing up in a new culture. Overall, women seem to be able to handle the

pressures and transitions better than men. Second generation men expressed higher

levels of insecurity regarding both their natal cultures and American culture. As

expressed above, 25% more women claimed to be fluent with their familiesʼ natal

languages. Women claimed to be closer to their families. It seems that second

generation women are less influenced by their surroundings and possibly more

influenced by their families than men. The survey shows that they are not as critical

with their ethnicity and language. 100% of women said that they have a positive

perception of their parentsʼ cultures while only 50% of men showed this sentiment. Men

seem much more critical of their origins. This discomfort in men could be due to many

things including pressure to conform or to fit in to their surrounding cultures or groups of

friends.

With regard to American culture, women again show a higher level of comfort.

When asked how comfortable each participant was with Americans versus their comfort

level with other ethnic Americans, over 70% of women said that they were just as
 Romanin 14

comfortable with both. 33% of men, however, claimed to be comfortable with both. This

means that 67% of the men interviewed felt alienated either from white Americans or

from their ethnic peers. Although it seems women can operate in both realms, men feel

that they have to pick a side. This can lead to confusion and a deepening of that

internal struggle with the question of identity. To further serve this point, about 50% of

women remember racist comments or actions directed toward them while growing up.

Over 80% of the men perceived racism growing up. This could be because men took it

to heart more often than the women did.

The differences in the data between participants from different backgrounds is

most interesting. Judging from the results of the survey, second generation European

immigrants seem to have a more positive outlook on their origins, have a more

comfortable time in America, seem to be more comfortable with almost anyone, but

have less of the language of their parents. For Asian immigrants it seems to be the

opposite. Asians, although they seem to be more in touch with their linguistic roots,

have more negative views of their ethnic origins, and yet are less comfortable around

Americans of different backgrounds.

Culture and skin color play a big role in this phenomenon. European-Americans

are from the cultures of which America was constructed, and are of the same races that

compose the bulk of Americaʼs middle class. European immigrants look like Americans

and can learn to think like Americans quite easily. Asian-Americans, however, look

Asian. An Asian-American might have four generations of parents in America, and

people might still ask the question “Where are you from?” because that person would

still look like a “foreigner.” This type of visual alienation can become a big stumbling
 Romanin 15

block for many Asians in the way of integrating or assimilating into American culture.

The survey showed that more than half of the second generation Asian-Americans are

most comfortable around other Asian-Americans compared to 80% of the European-

Americans being comfortable with both. This kind of cultural impedance could also be

the reason for why many second generation Asian-Americans have negative feelings

toward their own ethnic cultures and countries. This seems to suggest a longing to

belong and to adapt fully to the host culture.

Contrary to this idea, Gaudet discovers in his research paper entitled “Daily

hassles, ethnic identity and psychological adjustment among Lebanese-Canadians,”

that those Lebanese-Canadians that keep their identity as Lebanese have higher self-

confidence. He writes: “...loss of [Lebanese] support coupled with high [Canadian]

support was related to greater levels of depression… [T]he positive relation between

Canadian identity and depression may, therefore, be due to an implied isolation from the

Lebanese group.” However, the same author quotes Noels, Pon, and Clement (1996) in

showing that Chinese minority groups behave in the opposite way as I have seen in my

own research; second generation Chinese immigrants that show more of an identity

with Americans have greater confidence and self esteem while a lower level of self

esteem is experienced by those who simultaneously identify with their natal culture and

have negative feelings about that culture.

Another article by Jensen entitled “Cultural identities as sources of civic

engagement,” discusses attitudes of second generation immigrants in terms of civic

engagement and activity. Jensen finds that second generation immigrants who find

their identities in their natal cultures are more prone to be active in their communities
 Romanin 16

and in politics, while those who identify themselves as Americans tend to be less active.

Due in part to the influence of their parents, second generation immigrants who

understand where they came from and who they are may experience a greater gratitude

and appreciation for the system of government and opportunities that they have in

America. Others that may consider themselves as American may take for granted the

country and culture from which they originated and find less interest in the blessings

they have in America.

Yet another researcher focused more on parenting. Abad and Sheldon (2008)

observed that many first generation immigrants had less stress and anxiety than many

second generation immigrants. They hypothesized that there was a “tendency for first-

generation immigrants to maintain and assert their ties to the natal culture when faced

with perceived discrimination from the host culture.” Their general diagnosis was that

many first generation parents will be quite strict and quick to enforce their natal cultural

beliefs and tenets especially when they conflict with the host culture. This results in

higher levels of stress for the second generation compared to a parent with an open

mind who is a little more liberal with integrating their natal culture with the host culture.

Speaking with some of my Chinese-American participants, I can see this phenomenon

taking place. Many Chinese parents work to engrain Chinese culture into their children.

85% of the Asian participants claim to be fluent in their natal languages, while only 20%

of the European participants did. This in itself proclaims that to a degree, that Asian

participants had their natal culture pressed upon them more than their European

counterparts resulting in their contrasting levels of comfort.

 Romanin 17

Conclusions

When a person is asked “Who are you?” or when one asks him/herself the same

question, the answer can sometimes be difficult and complex. The way one chooses to

identify him/herself has a lot to do with the worldview and culture that the parents have

instilled coupled with the pressures from the surrounding culture and society, whether

negative and discriminatory or just plain different. It also has to do with how each

person chooses to deal with these issues. Does one have to fully conform? Does one

hide? Or does one accept that they are different and move forward?

European immigrant children seem to have fewer struggles than Asian immigrant

children or other non-White immigrants. This is because of both skin color and culture.

Those that are able to come to terms with these differences seem to find their place in

America more easily. Unfortunately, the term ʻmelting-potʼ regarding American culture

primarily refers to a mixture of European immigrant culture. Non-White immigrant

culture is still regarded as ʻdifferentʼ in many places in America making transition into

American culture slightly harder for people of color.

I attended a church in Shanghai that was for foreign passport holders only. This

church was the best example of a melting pot that I have ever experienced. There was

a congregation of about 1000 people with representation from more than 48 nations.

There was hardly a majority, and I found myself becoming friends with a group of people

from about 5 or 6 different countries from around the world. There was no room for

prejudice because no one had the majority.

 Romanin 18

Biblical reflection

In the Old Testament, it was taboo for any Jew to intermarry with a non-Jew. In

fact, the Jewish culture was in many ways xenophobic (like Chinese culture in its

isolationistic yet collectivistic tendencies). Israel was meant to be a light to all nations, a

nation of priests to the world around them, but in order for that to be, the culture had to

be preserved and the Law had to be kept so that Israel would be clean before the Lord.

In the Old Testament Law, Israel is commanded not to intermarry with the people

around them. The book of Ezra documents a time when Ezra forced numerous

disobedient men to divorce women that they had married outside of Israel; the men

subsequently left their wives and any children they had by them. Before Israel is able to

enter the promised land, they are commanded to destroy the peoples living in Canaan,

even the women and children. Even sojourners had to be circumcised and had to

conform to Israelʼs law if they were to live there.

When Israel was in Diaspora, Israel had the task of integrating themselves into

the host culture while remaining Israelite. They were to take jobs in their new culture,

to build houses there, and to minister to the people around them while remaining

culturally Israelite; they were not to forget the things God had done, nor were they to

forget the laws of their fathers. In this way, they had to live in another culture while

being distinctly different. To this day, many Jewish people that have lived in America for

generations still consider themselves to be native to Israel and consider themselves to

be Jewish first.

After the law and sin were nailed to the cross with Christ, Paul is able to “become

all things to all people.” We are now commanded to find fellowship with the lost of the
 Romanin 19

world. We are to make those from other tribes, tongues, and nations our brothers and

sisters. We can now intermarry with men and women from other cultures, but we may

not be “unequally yoked” with unbelievers (2 Cor. 6:14). We can live anywhere under

anyoneʼs law and culture, but we are to be a spiritual beacon of light, and therefore, be

different from the darkness. The laws of the Old Testament regarding blood are now

precepts in the New Testament regarding faith and the spirit. As Christians, we may

hold to our ethnic identities as we wish, but we must hold our faith closer than these.

Like the Jews in Diaspora, I may be a citizen of any town, but I am first a citizen of the

Kingdom of God. Because of that, I consider myself a sojourner wherever I go. The

international church in Shanghai gave me the best example of what this looks like.

Everyone in that church was a sojourner in a strange land, but all were brothers and

sisters with their identities in Christ. Perhaps one day those who struggle with who they

are would find their true identity, the one that transcends international borders and

requires no passport: their identity as Christʼs children.

Wordcount: 5,051 words

 Romanin 20

References

Abad, N. & Sheldon, K. (2008). Parental autonomy support and ethnic culture
identification among second-generation immigrants. Journal of Family Psychology,
22(3), 652-657.

Gaudet, S., Clement, R., Deuzeman, K., (2005). Daily hassles, ethnic identity and
psychological adjustment among Lebanese-Canadians. International Journal of
Psychology, 40(3), 157-168.

Jensen, L. (2008). Immigrants' cultural identities as sources of civic engagement.

Applied Developmental Science, 12(2), 74-83.

Noels, K.A., Pon, G., & Clement, R. (1996). Language, identity and adjustment: the role
of linguistic confidence in the adjustment process. Journal of Language and Social
Psychology, 15, 246-264.

Park-Taylor, J., Ng, V., Ventura, A.B., Kang, A.E., Morris, C.R., Gilbert, T.,
Srivastava, D. & Androsiglio, R.A. (2008). What it means to be and feel like a "true"
American: perceptions and experiences of second-generation Americans. Cultural
Diversity and Ethnic Minority Psychology, 14(2), 128-137.

Pearson, A. (2004). Being Hindu in Canada: personal narratives from first and second
generation immigrant Hindu women. Religious Studies and Theology, 23(1),
55-88.
 Appendix A

Survey 1

(1) What country were your parents born and raised in? ________________

(2) What country were you born and raised in? ____________________________

(3) On a scale from 1 to 10, how “American” do you consider yourself to be?

1 2 3 4 5 6 7 8 9 10

(4) When people ask you about your “ethnicity” or “heritage” what do you say?

I am a/an _Chinese American.

(5) How often was English used in your home growing up?

Always Often Sometimes Rarely Never

(6) Do you speak the language of your parents? Yes No

(7) Are you fluent in the language of your parents? Yes No

(8) Did your parents teach you about the history and the culture of their native

country? Yes No

(9) Did your parents encourage you to learn about the language, history and culture of

their native country? Yes No

(10) Have you spent any time in your parentʼs home country? Yes No
 Appendix A

(11) If you answered ʻYesʼ to question 10, how long were you there during your longest

stint? ________________

(12) Are your parentsʼ views about America primarily negative or positive?

Negative Positive

(13) Are your views about America primarily negative or positive?

Negative Positive

(14) Are your parentsʼ views about their natal country negative or positive?

Negative Positive

(15) Are your views about your parentsʼ home country negative or positive?

Negative Positive

(16) Growing up and attending school, what was the “heritage” of your friends and the

majority of the children around you? ____________________________

(17) How close are you with your parents?

Very close Close Kinda close Not so close Not close

(18) Did your friends at school know that your parents were of foreign origin? Yes No

(19) Were you ever made fun of because of your background? Yes No
 Appendix A

(20) Growing up, did you ever wish you were different, or that your parents were

different? Yes No

(21) Today do you have many friends that are of the same heritage as you? Yes No

(22) Who are you most comfortable around?

Americans People like me Neither Both

(23) Where do you believe is your home? _______________________________

(24) Why did your parents come to America? _____________________________

(25) Did they find what they were looking for? Yes No

(26) Would you ever go back to the country of your fathers to live? Yes No
 Appendix A

Survey 1 Results

Origi Over Italy Italy Chno S. Thail Slove Taiw Yugo Chin Taiw Taiw Taiw Taiw
n all rway Kore and njia an slavi a/ an an an an
a a Taiw
an
Q1 46% Fema Male Fema Male Fema Fema Fema Male Fema Male Male Fema Male
male le le le le le le le
Q2 Ameri Ameri Ameri Ameri Ameri Ameri Ameri Ameri Ameri Ameri Ameri Ameri Ameri
ca ca ca ca ca ca ca ca ca ca ca ca ca
Q3 7.615 6 7 8 8 6 9 8 10 8 8 7 7 7
Q4 1 Italian Italian Ameri Korea Thai- Slove Chine Cana Asian Chine Chine Chine Chine
amer can n- Ameri nian se- dian / se se se se-
5- Ameri can Ameri Chns Ameri
can can - can
Ameri
can
Q5 2.5 Some Some Alway Often Never Often Often Often Some Some Alway Often Some
some tims times s times times s times
times
Q6 92.3 Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
%
yes
Q7 61.5 No No No Yes Yes Yes Yes No Yes No Yes Yes Yes
%
yes
Q8 76.9 Yes Yes Yes Yes Yes Yes Yes No Yes Yes No No Yes
%
yes
Q9 Tradit L T F H T F L T F L H F n/a n/a N/a LHT LF N/A N/A LHT
ions/ S S S FS F
Food
Q10 92.3 Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes
%
yes
Q11 1.46 3 mo. 6 w 2w 3 mo. 2 mo. 6 w N/a 4 wks 1 mo 1.5 2 2 A
mo mo. Week week sum
s s mer
Q12 92.3 Pos Neg Pos Pos pos pos Pos pos Pos Pos. Pos. Pos. Pos.
%
pos
Q13 92.3 Pos Pos Pos Neg pos pos Pos pos Pos Pos. Pos. Pos. Pos.
%
pos
Q14 69.2 Pos Pos Pos Pos neg neg Neu pos Pos Neg. Pos. Pos. Pos.
%
pos
 Appendix A

Origi Over Italy Italy Chno S. Thail Slove Taiw Yugo Chin Taiw Taiw Taiw Taiw
n all rway Kore and njia an slavi a/ an an an an
a a Taiw
an
Q15 76.9 Pos Pos Pos Neg pos pos Pos pos Pos Neg. Neg. Pos. Pos.
%
pos
Q16 61.5 Ameri Ameri Am/ AZN pol/ WAS Chine Ameri Anglo ABC Ameri Chine Africa
% can can scan germ/ PS se- can Cauc W/ can se n/
amer do/ irish Ameri asian Chine White
jew can se /Azn
Paren
ts
Q17 3.1 Very Close Very Kinda Very Very Very Kind Very Close Kind Close Kind
close Close Close Close Close Close Close of Close of of
Close Close Close
Q18 100% Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
friend
s
knew
Q19 69.2 No Yes No Yes Yes Yes Yes Yes Yes No Yes No Yes
%
racis
m
Q20 46% Yes/ Yes/ No/ Yes/ Yes/ No/ Yes/ No/ Yes No/ No/ No/ No/
want Yes Yes No Yes No No Yes No No No No No
ed
diff
Q21 84.6 Yes Yes No Yes Yes No Yes Yes Yes Yes Yes Yes Yes
%
friend
s
today
Q22 53.8 Both Ameri Both Neith Thai Both Both Both Both Peopl Peopl Peopl Both
% cans er peopl e Like e like e like
both e Me me me
Q23 84.6 Italy Ameri Ameri Califo Ameri Unite Unite Ameri Ameri Ameri Ameri Ameri Earth(
% ca ca rnia ca d d ca ca ca ca ca Ameri
usa State State ca)
s s
Q24 Oppo Oppo Oppo Econ Bette esca Ed/ Oppo Ed, Educ 1974 Educ 1970’
rtunit rtunit rtunit omic r life/ pe Work rtunit Bette ation ation a
y y y Opp ed war y r life,
Freed
om
Q25 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Q26 53.8 Yes No No Yes Yes No No Yes Yes No No Yes Yes
%
abroa
d
 Appendix B

Survey 2

Family:

1 How many brothers and sisters do you have? ______________

2 How many Aunts and Uncles do you have? _________________

3 Would you say that you have a big family? _________________

4 Do you have family that still live in your parentʼs home country? _____________

5 How close would you say you are with them? ____________

Religion:

6 Is your family religious? ____________

7 If so, what religion does your family practice? _______

8 Do you practice the same religion? ____________

9 Why or why not? ______________

10 Are you involved in your church and or community? ________

11 In what way? Please describe.

_____________________

Self

12 Please take time to think about this. Write five sentences beginning with “I am…”
that you feel best describe you.

-I am ______________

-I am ______________

-I am ______________

-I am ______________

-I am ______________
 Appendix B

13 Write five sentences beginning with “He/She is” that you feel every-day Americans
would use to describe you.

-He/She is ______________

-He/She is ______________

-He/She is ______________

-He/She is ______________

-He/She is ______________

14 When you think of the question “who are you?” what aspects of your life seem most
important in answering that question? Please choose one from the following. If you
have an answer that is not presented, please write it in the item labeled ʻotherʼ.

Religion or faith______

Blood or ethnic origin_______

Your family __________

The place you grew up (country, state, town, etc.)______

Your friends ________

Your career_______

Other (specify) _______________________________

Feel free to write any other comments or tidbits that you feel may be pertinent, helpful,
or interesting to this study.
 Appendix B

Survey 2 Results

Note: Numbers in left-hand column denote question number on survey. Letter markers
ʻFʼ, ʻRʼ, and ʻSʼ denote ʻFamilyʼ, ʻReligionʼ, and ʻSelfʼ respectively.

SU Korea Taiwane Sloveni Slovenia Taiwanese Taiwane Indian Norse Italian

RV n se an n se
EY
II

GE Male Male Male Female Female Female Male Female Female

ND
ER
F1 2 1 4 4 2 2 1 2 3
F2 10 7 6 15 6 17 12 5 9
including
decease
d and no
spouses
F3 no Yes no Yes no Yes yes No yes
F4 yes Yes Yes Yes yes Yes yes Yes yes
F5 not not very, Pretty very not close, not very not very not close, close in heart
close but still close only see close, close have met but distant in
connect them when but i them a communication
ed we have enjoy coupe of due to
traveled visiting times language
back to barrier
china, most
are distant
relatives
R6 yes Yes Yes varies no yes Yes Yes Yes
R7 christi Christia Catholi catholicis n/a protesta Christianit Christianity catholicism
anity nity c m nt c y
R8 yes Yes Yes no no yes Yes Yes no
 Appendix B

SU Korea Taiwane Sloveni Slovenia Taiwanese Taiwane Indian Norse Italian

RV n se an n se
EY
II
R9 faith is Raised I can’t I became a they I believe it grandpare I decided that
strong together practice christian in taught it nts were what I really
part of with it a religion the 9th to me missionarie needed whas
family which I grade. I s in china, not a religion
do not still veiw strong but a
believe in my family heritage of relationship
traditions christian with God.
as my faith and Since I
cultural service in personally did
backgroun our family not feel
d, but not nurtured in that
as what I area in the
believe and catholic
live church, i found
passionatel a church that
y by. teaches the
word of god
ina way that I
understand
well
R1 yes Yes no Yes Yes Yes Yes Yes Yes
0
 Appendix B

SU Korea Taiwane Sloveni Slovenia Taiwanese Taiwane Indian Norse Italian

RV n se an n se
EY
II
R1 Help Intern teach Young- attend, worship small I have
1 w/ service religious adult play on team group participated in
childre projects, ed at fellowship, music leadership/ small group
ns small unitarian we meet team, discipleshi bible studies,
ministr group universali once a trying to p chruch
y st church week for find a activities, and
small small have formed
group/bible group to many valuable
study. We join friendships.
have also
started
abeing a
part of the
hospitality
ministry at
our church
and serving
the
homeless
near our
small
gorup. I
also serve
on the
worship
team as a
singer, I
serve as a
counselor
for the
youth
during
camps and
I am
ccurrently a
nominee
for the
missions
committee
S12 I am a I am a I am 52 I am I am I am I am I am a I am grateful
good follower years rational seeking asian smart follower of that jesus died
listene of Christ old after truth america jesus christ for me and that
r n I hae made a
decision to
accept him
and therefore
have salvation
through him
 Appendix B

SU Korea Taiwane Sloveni Slovenia Taiwanese Taiwane Indian Norse Italian

RV n se an n se
EY
II
I am I am a I am I am I am a I am a I am I am I am grateful
more chinese- 5’9” reasonab woman believer independ dedicated for everything
weak america le that loves ant to my god has
than n christ family provided for
strong me in my life
including my
parents,
husbantd,
children, grand
children,
family, friends,
and job
I am I am a I am I am not I am I am I am I am in love I am prayerful
interes husband tired of capable emotional trying to christian with my that my
ted in n father working of being embrac husband children, grand
social convince e the children, family
justice d of that tension will all respond
/ which I of my to god’s call
enviro do not identity. and accept
nment believe to him as their
al care be true lord and
by using saviour too
my own
capacity
to reason
I am I am a I am I am a I am a I am I am I ama good I am
not teacher out of devoted passionate working indian manager saddenned by
consis money wife and follower of in all of the
tent in mother all sports marketin corruption in
how g this world,
my especially in
action the white
s house where
reflect many godless
the decisions are
values being made
I hold that affect us
and all
profes
s
 Appendix B

SU Korea Taiwane Sloveni Slovenia Taiwanese Taiwane Indian Norse Italian

RV n se an n se
EY
II
I am a I am a I am I am I am I am an I am a I am a I am trusting
life- nice guy america
empathet blessed by expat in teacher daughter god who is still
long n ic and my famliy, china of an in control
learne am trying boyfriend immigrant
r to make and dog
the world
a better
place
through
inviting
people to
avoid
delusiona
l religious
fantasies
and trust
their
reasonin
g abilities
S13 He is He is He is She is She is a she is He is She is She is a good
music asian over 50 self- teacher chinese straight good to christian who
al america years confident faced her family is not perfect
n old but still
learning
He is He is a He is She is She is a she is He is well She is a she is trying
friendl nice guy shorter not a young adult strange rounded great boss her best to be
y than follower a good wife,
average mother, and
grandmother
He is He is He is She is a She is she is He is a She is she is trying
skinny outgoin looking devoted chinese?? religious christian compassio her best to be
g tired wife and (doesn’t nate a good
mother look like it) daughter
He is He is He is She is She is she is He is an She is she is trying
weird religious cheap encourag bilingual conserv athlete religioius her best to be
ing ative a good friend
He is He is He is She is She is she is He is a She is she is trying
tech- busy an outspoke friendly idealisti good scandinavi her best to be
savvy america n about c teacher an/ an honest,
n not being minnesota hard working,
religious n loveing,
compassionate
, and generous
person
 Appendix B

SU Korea Taiwane Sloveni Slovenia Taiwanese Taiwane Indian Norse Italian

RV n se an n se
EY
II
S14 Faith Faith Family/ faith Faith
my own
person
not afraid
of the
truth