Acculturation orientations and mental health when facing post-migration stress: Differences between unaccompanied and accompanied male Middle Eastern refugee adolescents,first- and second-generation immigrant and native peers in Germany

ObjectiveThis study examined the mental health of Middle Eastern male unaccompanied refugee adolescents in Germany in relation to the mental health of accompanied refugee peers, first- and second-generation immigrant and native peers. In particular, it was investigated whether differences in the mental health of unaccompanied and accompanied refugees and immigrant peers were related to differences in the perception of post-migration stress, and whether this association changed with different acculturation orientations.MethodIn a cross-sectional study, 193 adolescents (M_age = 18.1 years, SD = 1.74 years; n_refugees = 74, n_migrants = 59, n_natives = 60) completed self-report measures of mental health, trauma, acculturation styles, and post-migration stress.ResultsAnalyses of variance revealed that unaccompanied refugees suffered most from internalizing and trauma symptoms, while accompanied peers, first- and second-generation immigrant and native adolescents did not differ significantly in internalizing symptoms. Hierarchical regression analysis demonstrated that more integrated adolescents were generally associated with lower internalizing symptoms and integration also buffered against detrimental effects of post-migration stressors. Marginalized adolescents showed more internalizing symptoms, especially in the lights of more post-migration stress. Both assimilation and separation had no direct effects on internalizing symptoms. However, assimilation buffered against detrimental effects of post-migration stress on internalizing symptoms, whereas separation amplified these effects.ConclusionAn involvement in host society and an orientation towards the host culture fosters mental health of acculturating Middle Eastern adolescents in Germany when post-migration stress is perceived, particularly for unaccompanied refugee adolescents. Moreover, additionally maintaining the culture of origin seems to be in general most beneficial.     

Acculturation in a postcolonial context: Language,identity, cultural adaptation,and academic achievement of Macao students in Mainland China

The mainstream acculturation research focuses on international students and immigrants’ settlement in a new cultural environment, but little is known about the adaptation process of people from postcolonial areas relocating to their home country. Drawing from research on acculturation and postcolonial studies, this research examined the importance of language and social identity of Macao Chinese (N = 102; 50 males, Mage = 20.1) transitioning to universities in Mainland China. The results of path analysis showed that Chinese national identity and perceived Mandarin language proficiency were positively associated with each other, but they were linked to cultural adaptation through different paths. Perceived language proficiency was directly linked to social, academic, and psychological adaptation, whereas Chinese identity was indirectly associated with social and academic adaptation through acculturation to the Mainland Chinese culture. Moreover, academic adaptation was, in turn, associated with academic achievement (i.e., GPAs). The present study extends acculturation research to a postcolonial context, highlighting that national identity and language proficiency are important factors for successful cultural adaptation to the homeland. The theoretical and practical implications regarding intra-cultural adaptation barriers andprocesses in postcolonial contexts were discussed.     

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.