Yao, E.L. (1983). Ethnic awareness of Chinese-American teenagers. Urban Education, 18, 71-81.

OVERVIEW

To further question the stereotypical view of minority assimilation in the United States and to test the development of bicultural traits and attitudes among Asian-American teens.

DESIGN

Ninety-two American-born Chinese received questionnaires. The subjects were selected on a voluntary basis from two Houston outreach groups. Nearly half (48%) were churchgoers; the rest were church visitors. Fifty-five spoke a little Chinese (mostly Cantonese); nineteen could speak fluently; more than one-third spoke to their parents in Chinese. Fifty-eight had no Chinese writing skills; three could write in Chinese. Fifty-nine lived in Caucasian neighborhoods; twenty-one resided in Chinese neighborhoods; twenty-one in Latino neighborhood; five in mixed Asian; twelve in black. Only sixteen had grandparents living with them—most lived in nuclear families. Forty-eight questions were asked, most requiring "yes" or "no" responses.

RESULTS

None of the respondents, when asked their nationality, claimed to be American. They are either Chinese-American (86%) or Chinese (14%). About 60% identify their parents as Chinese.

A majority (68%) had recognized by second grade that they were different from others; 63% view themselves as different from their friends in skin complexion, facial features, value systems, family structure, parental expectations, language, cultural background, and eating habits (cultural background, complexion, and facial features ranked highest as differences while eating habits and language ranked lowest). Of those questioned, 63% are personally proud of being different from others; 93% are proud of being Chinese.

The study participants mention close contacts with Chinese and Caucasian groups. Ninety percent enjoy the fun of neighborhood groups; 61% prefer to make friends with Chinese-Americans; 54% prefer Chinese social gatherings to American; 54% feel that Chinese families are not isolated. These young people see neighborhood integration as a past means of integration: the next steps are interracial marriages and school integration.

Seventy-three percent believe that their parents are more strict than parents of other ethnic groups; 66% believe their parents have positive feelings toward the Chinese culture; only 25% see communication with their parents as open; only 6% ask for parental guidance.

IMPLICATIONS

1. The results of this study should not be generalized for several reasons. First, the study was conducted not on the East or West Coast, but solely in Houston. Next, most of the subjects were from middle class suburban homes. Additionally, at least half were nominal Christian churchgoers. Still, there is much of importance here that can be applied not only to Chinese Americans elsewhere, but to other ethnic groups as well. The statistics, even given the design limitations, enlighten.
2. It is important for the youth leader to understand the unique aspects of each ethnic group and to avoid scholarly and professional stereotypes. Ethnic teenagers always stand between two cultures: their traditional ethnic heritage and their contemporary American culture. Further, they almost always live biculturally, and this must be appreciated.
3. Obviously, ethnic youth leadership is important—more so when the parents of these young people hold deep reservations about their being raised as part of the American culture. This does not, however, rule out the contribution that can be made by other non-ethnic leaders if they are sensitive, affirm the traditional culture of their students, and empathize with their passage through the threatening transition between cultures.
4. Youth leaders and teachers should understand the tension under which ethnic young people grow up, and especially the dichotomy often existing between the pressures from parents and peers. Therefore, youth work among Chinese or other Asian Americans must give special attention to the family; reconciliation between parents and children must be a goal. The church and school settings must also be taken into consideration. Youth leaders should find ways to utilize the special strengths of Chinese and other Asian American young people.