Difficulties and Coping Strategies of Chinese, Japanese, and Korean Immigrant Students

By Yeh, Christine; Inose, Mayuko | Adolescence, Spring 2002 | Go to article overview

Difficulties and Coping Strategies of Chinese, Japanese, and Korean Immigrant Students


Yeh, Christine, Inose, Mayuko, Adolescence


In 1999, there were approximately 10.9 million Asians in the United States (U.S. Bureau of the Census, 2000), and it is expected that Asians will number 20 million by the year 2020 (Ong & Hee, 1993). In terms of specific ethnic groups, 24% are Chinese, 12% are Japanese, and 11% are Korean, representing almost half of the total Asian population in the United States (U.S. Department of Commerce, 1993). Additionally, 66% of Asians in the United States were born in another country (U.S. Department of Commerce, 1993). Hence, it is assumed that a large number of Asian immigrants are youth who are attending schools throughout the U.S.

Although researchers contend that immigrant youth demonstrate distinctive psychological problems and require emotional support (Chiu & Ring, 1998; James, 1997), they rarely utilize mental health services (James, 1997). Munroe-Blum, Boyle, Offord, and Kates (1989) report that immigrant children utilize mental health services considerably less often than do nonimmigrant children. Researchers believe that lack of culturally sensitive mental health services partially contributes to these underutilization patterns (James, 1997; Sue & Sue, 1999).

Since research has demonstrated that coping strategies differ across cultures (Cross, 1995; Olah, 1995; Yeh & Wang, 2000), it can be assumed that immigrant youth would utilize coping strategies that differ from those used by nonimmigrant students. Moreover, immigrant youth are more likely to experience psychological problems such as depression, low self-esteem, anxiety, and loneliness (James, 1997). Hence, it is essential to identify the difficulties individuals experience when they come to the United States, and the coping strategies they would use, in order to develop culturally relevant services for immigrant youth. Considering the fact that a large number of Asian immigrants reside in the United States, it is imperative for school counselors to recognize their diverse psychological problems and indigenous coping strategies.

There is little information regarding Asian immigrants, especially school-aged youth (Chiu & Ring, 1998; Florsheim, 1997). A possible explanation for the dearth of research is a "model minority" myth, which leads researchers to overlook the psychological problems of Asian immigrant youth (Chiu & Ring, 1998; Florsheim, 1997). Consequently, practitioners may fail to provide effective interventions to Asian immigrant students, assuming that they are well-adjusted. In fact, many Asian immigrant youth exhibit major adaptive problems such as school drop out, juvenile delinquency, and gang involvement (Chiu & Ring, 1998; Lee & Zhan, 1998; Sue, Sue, Sue, & Takeuchi, 1995).

In spite of such problems, Asian immigrants tend to be reluctant to utilize mental health services (Atkinson, Lowe, & Matthews, 1995; Uba, 1994). There are several reasons for this. First, they may be unfamiliar with the concept of mental health services (Sue & Sue, 1999). Moreover, for many Asian cultural groups, revealing personal concerns to others can cause shame for the whole family (Sue, 1994). Thus, discussing personal problems with others may be deemed culturally stigmatizing.

The concept of culture shock (Oberg, 1960) refers to feelings of anxiety people experience when they are unable to utilize problem-solving strategies they had employed in the past. Culture shock triggers strain and feelings of discomfort, and can result in psychological maladjustment (James, 1997). Immigrant youth may experience extreme culture shock as they encounter unfamiliar values, behaviors, and norms (Lynch, 1992). They also may experience a sense of loss as a result of having left their country of origin, community, and social system (James, 1997). As a result, they may become frustrated, irritated, depressed, withdrawn, and lethargic (Lynch, 1992). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Difficulties and Coping Strategies of Chinese, Japanese, and Korean Immigrant Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.