Suchergebnisse

ABSTRACTObjectiveWe examined whether parent–adolescent academic conflict and parental psychological control mediated associations between academically gifted adolescents' academic and psychological adjustments for both Chinese and European Americans.BackgroundPrevious studies suggest that associations between family dynamics and developmental outcomes are different between Chinese and European American adolescents, but they often overlook potential cross‐ethnic similarities within special groups (e.g., academically gifted students).MethodWe assessed 212 Chinese American and 122 European American academically gifted students' academic adjustment (academic efficacy and grade point average [GPA]), family dynamics (parental psychological control and parent–adolescent academic conflict), and psychological outcomes (depression, anxiety, and self‐esteem) during ninth and 10th grade.ResultsFor both groups, previously low academic efficacy was associated with later psychological maladjustment, and previously high GPA was associated with later anxiety. These associations were not mediated by family dynamics for either group.ConclusionFor both groups, adolescents' academic adjustment could play an important role in psychological well‐being, regardless of whether they experienced parental psychological control and parent–adolescent academic conflict.ImplicationsFor both groups, it is important to identify whether academic‐related stressors (e.g., keeping academic success and high academic efficacy) are sources for academically gifted adolescents' psychological problems and help them develop coping strategies.

Asian Americans have been portrayed as the model minority for seemingly having achieved socioeconomic success and being free of problems. Such stereotypes may have lasting and negative impact on Asian American individuals, families, and communities. Utilizing the social justice framework and critical race feminist theory, we interrogate and problematize the model minority stereotype and its impacts by situating Asian Americans in the Black‐and‐White racial hierarchy, offering a brief history of the term, providing disaggregated statistics on Asian Americans' socioeconomic conditions, reviewing recent literature on Asian Americans and their families, and discussing some consequences that this myth generates. We focus on the roles of family and community contexts and acculturation status on Asian Americans' educational achievement, gender, and psychological adjustment and mental health issues. Our review illustrates the diversity and nuance in Asian Americans' educational, psychological, social, and economic outcomes. We conclude with some recommendations for professionals working with Asian Americans.

ObjectiveGrounded in person–environment fit theory, we examine how different levels of parenting–acculturation match are associated with gifted Chinese American students' psychosocial adjustment. This study identifies parenting profiles indicated by psychological control and decisional autonomy granting and adolescents' acculturation profiles indicated by mainstream American culture and Chinese culture orientations.BackgroundAccording to person–environment fit theory, optimal adjustment occurs when there is a match between individuals' environments and needs. However, it remains understudied whether academically gifted Chinese American adolescents have optimal psychosocial adjustment when their acculturation orientation matches with their family's parenting profile.MethodUsing self‐report questionnaires, this study assessed 222 academically gifted Chinese American adolescents' perceptions of parental psychological control and autonomy granting, American and Chinese culture orientation, and psychosocial adjustment (depression, anxiety, social acceptance, and self‐esteem). Latent profile analysis was used to identify parenting and acculturation‐orientation profiles.ResultsThree parenting profiles were identified: high control oriented (14.9%; i.e., high in psychological control and low in decisional autonomy granting), slight control oriented (44.6%; i.e., psychological control slightly exceeding decisional autonomy granting), and child oriented (40.5%; i.e., low in psychological control and high in decisional autonomy granting). Given that all the adolescents in the sample slightly preferred mainstream American culture to Chinese culture, three levels of parenting–acculturation match were identified: a strong match (for those in child‐oriented families), moderate match (for those in slight‐control‐oriented families), and weak match (for those in high‐control‐oriented families).ConclusionThe adolescents with a strong parenting–acculturation match reported lower anxiety and higher social acceptance and self‐esteem than those with a weak match.ImplicationsPractitioners working with academically gifted Chinese American adolescents should seek to understand adolescents' acculturation and the parenting practices in their families and acknowledge how their psychosocial problems are associated with a mismatch in adolescent acculturation and parenting. Strategies for mitigating psychosocial problems in relation to an acculturation–parenting mismatch are discussed.