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In the Convergence of Ethnicity and Immigration: The Status and Socio-ecological Predictors of the Self-Concept of Recent Chinese Immigrant School-Age Children in Canada

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Abstract

With the convergence of recent immigration and an ethnic minority, Chinese children residing in a Western country such as Canada may be doubly disadvantaged for the development of self-concept. This study investigated the status and the socio-ecological predictors of the self-concept of recent Chinese immigrant children of school age who were living in Canada. Socio-ecological predictors were hypothesized to be the current classroom environment and the family’s heritage cultural beliefs. Child scales measuring self-concept and classroom environment were administered to 202 children, aged 8–13 years, who comprised Chinese immigrants (n = 112) and Caucasian non-immigrants (n = 90). Their parents completed a measure of cultural beliefs. The results showed that the immigrant children scored lower in all domains of self-concept than did the non-immigrants and all but one of the domains of self-concept were differentially predicted by the classroom climate and the cultural beliefs in both groups. Implications for practice and research are suggested.

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Acknowledgments

This study was supported by a grant awarded by Canadian Heritage, Ministry of Multiculturalism, Government of Canada. I wish to thank children and their families for their contribution through their participation and support of the study.

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  1. Faculty of Education, Simon Fraser University, 8888 University Dr., Burnaby, BC, V5A 1S6, Canada

    Lily Dyson

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Dyson, L. In the Convergence of Ethnicity and Immigration: The Status and Socio-ecological Predictors of the Self-Concept of Recent Chinese Immigrant School-Age Children in Canada. J Child Fam Stud 24, 1–11 (2015). https://doi.org/10.1007/s10826-013-9808-0

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