Influences of Multi Cultures from Second Generation - Essay Example

Introduction Asian-Americans are in huge numbers in the United s and they come from diverse religious backgrounds. Their religion is a central source of cultural component as it helps them cope with the challenging environment. Immigrants try to make sense of their new environment by utilizing their home country culture and subtly altering them to reflect the demands of the new environment (JRank, 2009). Korean Americans form a large section of the immigrant population in America. I have witnessed Korean-American children and youth trying to cope with the two worlds. They often feel confused about their identity. This has been of particular interest and has prompted me to study whether own culture has a stronger influence in self-formation or one gets influenced by the culture in which one has grown up. Literature Review According to Hofstede, culture is something that is learned and therefore is embedded in a society or nation (Wong, Everett & Nicholson, 2008). It is a mental programming that is developed early in life and reinforced later through the process of socialization. Even the natural act of thinking is modified by culture. Culture has a deep impact on the life of people and hence it provides a structured and highly consistent way of living that is not deliberately constructed. Culture is an underlying system that shapes personality traits and behaviors. The period between 18 to 25 years of age is the time when young adults develop a subjective sense of identity through experimentation and explorations (Xu, Shim, Lotz & Almeida, 2004). This period is very critical for the young adults as the ethnic identity of the young forms and develops during this period. The ethnic identity, defined as the individual’s sense of self within an ethnic group, becomes an integral part of the ethnic young adults social identity and a vital component of his or her self-concept or self-image. Furedi (2007) while discussing how the culture of fear is formed, states that people vary greatly in how much culture they apply in their lives. This determines the kind of people they will become. This process of ‘self-forming’ draws from the symbolic resources of the wider culture. Habits of thought and feeling influence the way individuals make sense of their experience. Bilingualism is common among the immigrants in America. A study of the second generation Asian Americans revealed that bilingualism impacts academic achievement and social mobility (Mouw & Xie, 1999). Replacing the immigrant language by English has provoked sentiments from the immigrants and they have attempted to maintain their own language. Children who grew up learning two languages do not progress as much as their English-speaking peers. This is because they experience intellectual burden and mental confusion of learning an additional language. It is believed that their intellectual growth is not doubled; it is halved. If the immigrants are equally fluent in both the languages they have an advantage because they have two codes for every concept. They enjoy greater cognitive flexibility and better abstract reasoning powers. Depending upon the pressure to replace the immigrant language, the immigrant experiences either positive self-concept or loss of culture and assimilation. Apart from the cognitive aspect, bilingualism also has an impact on the cultural perspective. Bilingualism is a communicative mechanism through which ethnic values and beliefs are imparted to the immigrant children. The study also suggests that bilingualism exists in the ethnic group until the parents become fluent in English. This is important because parents serve as important socialization agents transmitting values and attitudes to their children (Xu, Shim, Lotz & Almeida, 2004). Some believe that these groups prosper by preserving their cultural values and promoting ethnic solidarity. Maintaining ethnic identity increases the social integration of the immigrant group thereby leading to a tightly knit ethnic community that reinforces values and standards of behavior that promote academic success (Mouw & Xie, 1999). Immigrant children who prefer to speak English identify themselves as "unhyphenated" Americans. There is a close connection between language and ethnic identity. From the point of marketing to the Asian Americans, according to Imada (2007), even though the immigrants are exposed to English and are fluent in English language, a vast majority of them speak their native language at home and hence the advertising directed to the less-acculturated Asian Americans should always be directed in-culture. Koreans have a homogeneous culture with a strong sense of national identity. Confucian principles are responsible for the formation of fixed ideas of social rules, patterns of behavior and thought and human relationships (Han, n.d.). The Koreans pay more attention to interpersonal and relational cues. Their usage of politeness depends upon the social relationship. Koreans by nature have a modest demeanor and are shy of public appearances (Lee & McNulty, 2002). When Koreans are introduced to American culture they tend to embrace some elements but reject the rest because Korean and American cultures clash and in some ways are incompatible (Rank, 1998). Koreans value food more than Americans do and they tend to eat larger portions. Both cultures place high value on appearance. Filial piety is important in Korean culture whereas the American society is highly individualistic in nature where all are concerned with their own well-being. Koreans is a collectivist society on the other hand and they dislike arrogance and disrespect. Americans make statements from egocentric position whereas Korean children are taught by the second grade to replace “I” with “we” in their speech. This represents a shift in their thinking from self-centeredness to a focus on others. Koreans feel comfortable talking about others whereas Americans love to talk about themselves. Koreans prefer to remain silent when listening to foolish talk while Americans love to voice their opinions. Korean thinking challenges American understanding but very often both arrive at the same conclusion through different thought processes. Rational for research and hypothesis The second-generation Korean-Americans are not fluent in their parents’ native tongue and not too keen to attend the Church either. They complain that their parents are more concerned that they honor Korean culture and get good grades than they follow the Christian faith (Warner, 2007). Korean-Americans have often been found with bruised identity and then they turn to their religious groups for healing and affirmation. They feel a sense of belonging in the Church which they do not find in their daily corporate lives (JRank, 2009). This demonstrates that they are moving away from their roots and are being influenced by the American culture. Because of the confusion that prevails in the minds of the second-generation Korean-Americans, this study is being conducted to determine the extent to which parents play a vital role as socialization agents. Hypothesis – during the self-forming stage parents play a vital role in the socialization process and this helps to maintain the ethnic identity of the Korean-Americans. Methodology The literature review suggests that different variables can be found within an ethnic group. These include different age groups, sex and language. Independent variables can be manipulated whereas the dependent variables change as a result of the independent variable being changed. As such the independent variables in this study are multicultural aspects and behaviors, acculturation, ethnic identity in Korean Americans. Acculturation is the exchange of the cultural features that results when groups of individuals having different cultures come into continuous first hand contact; the original cultural patterns of either or both groups may be altered, but the groups remain distinct. Ethnic identity describes the relationship that exists between an individual and a group with whom the individual believes he or she has common ancestry based on shared individual characteristics, shared socio-cultural experiences, or both. If acculturation takes place the children and the youth would not use their native language and would be more influenced by the Americans. However it is expected that acculturation does not take place and due to parental influence ethnic identity is maintained. To measure the influence of American culture on ethnic identity, to understand the extent to which the Korean-Americans undergo the process of acculturation, this study will collect data from different age groups to determine the extent to which parents influence the socialization process. The survey questions can be found in Appendix A where the questions include the influence of parents and the use of language. Subjects for the study Both male and female participants have been included in data collection. The age range is from 9 years to 23 years. A total of 73 participants were surveyed from three different ethnic backgrounds – the Korean Americans, Japanese Americans and the Chinese Americans, with the majority being the Korean Americans. Data collection About 100 survey questionnaires were distributed at the campus and 73 were returned which denotes a 73% response which is considered good a good response rate. Surveys allow the respondents to give their responses without biases and without being influenced by the researcher since their identity is not revealed. The participants were informed of the purpose of the study and also convinced that the data would be destroyed after compilation. No names would be revealed and hence there are no unethical issues involved. Data analysis The results will be analyzed and discussed in the next section. Results and discussion Findings Out of the 73 responses that were returned, 42 were male and 31 female respondents. The highest participation was from the age group of 20 years and the least from the 11-year age group. Again, the maximum participation (66) was from the Korean-American ethnicity which was the focus of the study. Out of the total respondents there were just one male and one female respondent whose one parent was an American while in most cases the ethnicity of the parents was Koreans. As many as 68 respondents were second generation ethnic Americans born in the US. Five of them entered the US when there were between the 5th and 10th grade at school. Seventy of the participants have lived with their parents between the age of 5 and 15 and 72 of them have lived even after 16 years of age. On the use of language 57 participants said that they used the Korean language with their parents, 8 used English as the means of communication, and while four each used Chinese and Japanese. Fifty one participants used English as the means of communication with friends, 17 used Korean, 2 used Chinese and three used Japanese language with friends. Only one respondent confirmed to visiting his parents’ home country twice a year, 14 visit once a year and 56 visit less than once a year. As far as the issue of self-construct is concerned, 36 respondents admitted to be influenced by the American culture and 37 were influenced by the parents’ culture. Fifty-one participants maintain there self-identity with the parents’ culture and 22 with the American culture. Discussion Most respondents were second generation Koreans born in the US. All the respondents surveyed are still in their developmental or the self-forming state when culture and ethnicity influence how the individual shapes up. As Hofstede says culture is a mental programming that shapes the individual in the early years and is then reinforced through the process of socialization. This survey too has revealed that even though most respondents are second generation Koreans in America, the parents’ culture’s influence is as dominant as the influence of the American culture. This is as far as the self-construct is concerned but as far as identity is concerned the parent’s culture has more influence. This can be explained by the filial piety that the Korean society has and which has not been diluted by the influence of the American culture. The Koreans have always been collectivist in nature and value relationships. As discussed in the literature review, bilingualism has impact on the cognitive and the cultural aspect. The study too revealed that all participants were bilingual, which in any case is necessary because English is the medium of communication for studies. To communicate at home they need to know the native language and most respondents use the Korean language to communicate with their parents. This confirms what Mouw and Xie have stated that there is a close connection between language and ethnic identity. The native language is influential in maintaining their ethnic identity as parents use the native language to communicate the ethnic values and beliefs. This highlights the fact that parents have a role in the process of socialization but this influence would not have been so in the case of the Americans. Koreans being collectivist and valuing relationships, value the influence and teachings of the parents. Bilingualism therefore has a positive influence on the culture and development process of the ethnic identity. However, since the children have to communicate and feel one with the peers, since they need to equally participate in activities and studies, they use English as the medium of communication with friends. This suggests self-forming is not fully dependent on one’s own culture. Self-forming helps one to maintain and retain ethnic self identity. Maintaining ethnic identity is important as it distinguishes one group of people from another but the influence of the other culture also plays a role. Fifty six of the participants do not visit their parents’ home country even once a year. This implies that the only connection with their ethnic culture is the family and the social group in America. This further implies that parents have a vital role in the socialization process because they alone have been able to influence their children to the extent that most speak the local language at home even though they may be using English with their peers. Seventeen of the respondents used Korean language with friends which demonstrate that the parental and ethnic influence on their growth and development has been very strong. This however is a small group of the respondents but still suggests that it is possible not to be influenced by another culture in self-formation. They have been able to maintain their ethnic identity and acculturation need not always take place. It is possible to mix with people of different cultures and still maintain one’s ethnic identity without acculturation taking place. In the Korean community the parental influence is strong which may not be so in the case of the Americans. This is because even after the age of 16, children continue to live with the parents, which is not very common in American households. Most respondents have been living with their parents, which confirms the hypothesis that parents have a vital role in the socialization process in the self-forming stage and this helps to maintain the ethnic identity of the Korean-Americans. References Furedi, F. (2007). The only thing we have to fear is the ‘culture of fear’ itself. Retrieved May 5, 2009, from http://www.spiked-online.com/index.php?/site/article/3053/ Han, S. (n.d.), Do South Korean Adult Learners like Native English Speaking Teachers more than Korean Teachers of English? Retrieved May 5, 2009, from http://www.aare.edu.au/03pap/han03087.pdf Imada, B. (2007). Forget the Asian-American-market myths-but remember these truths. Advertising Age. (Midwest region edition). Chicago: Nov 5, 2007. Vol. 78, Iss. 44; pg. 14, 1 pgs JRank. (2009). Asian-American Families - Religion And Cultural Values. Retrieved May 5, 2009, from http://family.jrank.org/pages/104/Asian-American-Families-Religion-Cultural-Values.html Lee, H., & McNulty, M. P. (2004). Korea’s Information and Communication Technology Boom, and Cultural Transition After the Crisis. Retrieved May 5, 2009, from http://www.esri.go.jp/jp/prj/seminar/seminar058b.pdf#search=%22Koreas%20Information%20and%20Communication%20Technology%20Boom%2C%20and%20Cultural%20Transition%20After%20the%20Crisis%22 Mouw, T., & Xie, Y. (1999). Bilingualism and the academic achievement of first-and second-generation Asian Americans: Accommodation with or without assimilation? American Sociological Review. Albany: Apr 1999. Vol. 64, Iss. 2; pg. 232, 21 pgs Rank, S. B. (n.d.), Native Proverbs as condensed culture and keys to mentality: an approach toward understanding ones Korean counterparts, Global Business Languages, Retrieved May 5, 2009, from http://scholar.google.com/url?sa=U&q=http://www.mgmt.purdue.edu/centers/ciber/publications/gbl/GBL%2520-%25201998/c2.Rank%2520Sawyer.doc Warner, R. S. (2007). Korean Americans Reshape their Churches. Retrieved May 5, 2009, from http://www.religion-online.org/showarticle.asp?title=3505 Wong, Y., Everett, A., & Nicholson, J. D. (2008). National culture and innovation capability: some observations concerning Chinese-Americans. Management Research News. Patrington: 2008. Vol. 31, Iss. 9; pg. 697 Xu, J., Shim, S., Lotz, S., & Almeida, D. (2004). Ethnic Identity, Socialization Factors, and Culture-Specific Consumption Behavior. Psychology & Marketing. Hoboken: Feb 2004. Vol. 21, Iss. 2; pg. 93 Appendix A Survey 1. How old are you? Male or Female? 2. What is your ethnicity? 3. What is your dad’s ethnicity? What about your mom’s? 4. Are you a second generation? (Were you born here in the US?) 5. If you are not a second generation, when did you come to the US? 6. Did you live with your parents when you were young, age 5-15? Did you also live with them when you were young adults, over age 16? 7. What language have you been using with your parents since you were young? 8. What language have you been using with your friends since you were young? 9. How often do you visit the country that your parents originally come from? 10. What culture is more effective to you when you construct yourself, i.e. characteristics or behaviors? The American culture? The culture of your parents? 11. What culture is more effective to you when you identify yourself who you are? The American culture? The culture of your parents? Participants : 73 Result: 1. 9th - Male: 4, Female: 4 10th - Male: 5, Female: 2 11th - Male: 1, Female: 2 12th - Male: 4, Female: 1 20 yr - Male: 10, Female: 7 21 yr - Male: 7, Female: 8 22 yr - Male: 6, Female: 4 23 yr – Male: 5, Female: 3 2. Korean-American - Male: 33, Female: 30 Chinese-American - Male: 6 , Female: 0 Japanese-American - Male: 3, Female: 1 3. Dad – Korean : Male: 33, Female: 30 Chinese : Male: 6, Female: 0 Japanese : Male: 2, Female: 1 American : Male: 1, Female: 0 Mom – Korean : Male: 33, Female: 29 Chinese : Male: 6, Female: 0 Japanese : Male: 3, Female: 1 American : Male: 0, Female: 1 4. Yes - Male: 38, Female: 30 , No - Male: 4, Female: 1 5. When he was : 5th, 7th, 8th, 10th When she was : 7th grade 6. Age 5-15 – Yes - Male: 40, Female: 30 , No - Male: 2, Female: 1 Over 16 yr – Yes- Male: 41, Female: 31 , No- Male: 1, Female: 0 7. English - Male: 5, Female: 3 Korean - Male: 30, Female: 27 Chinese - Male: 4, Female: 0 Japanese - Male: 3, Female: 1 8. English - Male: 31, Female: 20 Korean - Male: 7, Female: 10 Chinese - Male: 2, Female: 0 Japanese - Male: 2, Female: 1 9. Less than once a yr - Male: 32, Female: 26 Once a yr - Male: 9, Female: 5 Twice a yr - Male: 1, Female: 0 More than twice a yr - Male: 0, Female: 0 10. American : Male: 19 , Female: 17 The culture of the parents : Male: 23, Female: 14 11. American : Male: 12, Female: 10 The culture of the parents : Male: 30, Female: 21 Read More