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An Integrated Conceptual Model of Ethnic and Racial Identity Development: Parental Ethnic-Racial Socialization and Home Literacy Practices that Promote Ethnic Identity Development in Chinese Immigrant Families

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Family Literacy Practices in Asian and Latinx Families

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Abstract

The developmental processes that immigrants undergo over time are reflected in their acculturation, adjustment, and academic or career paths. Considering that Chinese Americans are the largest Asian ethnic group with the longest immigration history in the United States (U.S. Census Bureau, Asian-American and Pacific Islander heritage month: May 2018, Census Bureau Newsroom [Release Number: CB18-FF.04]. Author. https://www.census.gov/newsroom/facts-for-features/2018/asian-american.html, 2018), we focus this chapter on Chinese immigrants to the US and synthesize existing research on ethnic identity development for Chinese immigrants. Ethnic identity has been suggested as a protective factor against acculturative stress and maladjustment for Chinese American adolescents. Thus, we center this chapter on understanding how youth from Chinese immigrant families establish their ethnic identity which plays a role in their maintenance of their heritage culture and language. Research on individual and contextual factors that are influential in the ethnic identity development and the maintenance of heritage culture and language among Chinese immigrants will be explicated. We also present an integrated conceptual model that helps consolidate extant research findings and guide future research on ethnic identity development and heritage culture and language maintenance. We conclude with implications of how parental ethnic-racial socialization practices and home literacy practices can support each other and support the development of children’s ethnic identity and literacy competencies.

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  1. Texas A&M University, College Station, TX, USA

    Dorothy Pang, Danni Li & Jeffrey Liew

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  1. Dorothy Pang
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  2. Danni Li
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  3. Jeffrey Liew
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Correspondence to Jeffrey Liew .

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Editors and Affiliations

  1. School Psychology, University of Houston, Houston, TX, USA

    Jorge E. Gonzalez

  2. Education & Human Development, Texas A&M University, College Station, TX, USA

    Jeffrey Liew

  3. Asian American Studies Center, University of Houston, Houston, TX, USA

    Gayle A. Curtis

  4. Asian American Studies Center Educational Leadership & Policy Studies, University of Houston, Houston, TX, USA

    Yali Zou

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Pang, D., Li, D., Liew, J. (2023). An Integrated Conceptual Model of Ethnic and Racial Identity Development: Parental Ethnic-Racial Socialization and Home Literacy Practices that Promote Ethnic Identity Development in Chinese Immigrant Families. In: Gonzalez, J.E., Liew, J., Curtis, G.A., Zou, Y. (eds) Family Literacy Practices in Asian and Latinx Families. Critical Cultural Studies of Childhood. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14470-7_9

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  • DOI: https://doi.org/10.1007/978-3-031-14470-7_9

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