Language Identity and Mental Health Disparities among Multilingual 1.5 Generation Asian/Asian American Immigrant Young Adults: A Mixed Methods Study

多语言 1.5 代亚裔/亚裔美国移民年轻人的语言认同和心理健康差异：混合方法研究

• 批准号: 10715803
• 负责人: Chulwoo Park
• 金额: $ 18.31万
• 依托单位: SAN JOSE STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-18 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10715803
• 关键词: Acculturation; Address; Adjustment Disorders; Adolescent; Age; American; Anxiety; Area; Asian; Asian Americans; Attention; COVID-19 pandemic; California; Child; Communities; Competence; Confusion; Country; Data; Development; Discrimination; English Language; Ethnic Population; Exposure to; Focus Groups; Foundations; Friends; Generations; Grant; Home; Immigrant; Immigration; Individual; Interdisciplinary Study; Intervention; Interview; Language; Language Development; Learning; Link; Measures; Mediating; Mental Depression; Mental Health; Mental Health Associations; Methods; Migrant; Moods; Multilingualism; Neighborhoods; Outcome; Parents; Participant; Pathway interactions; Patient Self-Report; Population; Post-Traumatic Stress Disorders; Prevention program; Productivity; Public Health; Reduce health disparities; Reporting; Research; Research Design; Research Methodology; Sample Size; San Francisco; Schools; Science; Shapes; Socialization; Societies; Stress; Suggestion; Surveys; Target Populations; Time; United States; Well in self; Work; aged; anti-Asian; design; ethnic identity; experience; graduate student; hate crimes; health disparity; health disparity populations; health equity; health goals; instrument; intervention program; language perception; marginalization; migration; psychosocial; psychotic; public health relevance; racial population; racism; skills; social culture; social health determinants; socioeconomics; undergraduate student; young adult

PROJECT SUMMARY Asian American immigrants have been particularly vulnerable to health disparities and mental health conditions during the COVID-19 pandemic in comparison to other racial/ethnic groups. There are multiple reasons: a language barrier, its impacts on isolation and marginalization, and anti-Asian hate crime and incidents. In the proposal, we will focus on the detailed component of a language barrier (language proficiency and language identity), and its effect on mental health disparities. Most of the Asian/Asian American immigrants begin using English as an additional language (L2) once they arrive in the U.S., after mainly using a first language (L1) from their parent's country of origin. 1.5 generation Asian/Asian American immigrant young adults—those who migrated to the U.S. with their parents (1st generation) from Asian countries when they were children aged between 5 and 17, have been living in the U.S. at least 2 years, and current ages are between 18 and 25—are a significant health disparity population. However, little research to date has examined how learning an L2 among 1.5 generation Asian/Asian American immigrant young adults informs their sense of acceptance, inclusion, and identity as well as their acculturation, socialization, and psychological well-being in American society. To close this research gap, the objective of the proposed work is to investigate the association between learning an L2 and mental health disparities among 1.5 generation young adults from Asian ethnic groups/Asian Americans as health disparity populations. The central hypothesis of this study is that for socioeconomically diverse 1.5 generation Asian/Asian American immigrant young adults, those who grew up affiliating with one culture and now may also need to affiliate with a new dominant American culture, are more likely to experience psychosocial adversity and mental health disparities. This project has two specific aims, using a mixed-methods research design. First, using quantitative analysis, we will determine the extent to which perceived language proficiency/language identity in 1.5 generation Asian/Asian American young adults is associated with psychological well-being and mental health (Aim 1). Second, using qualitative analysis, we will gain an in-depth understanding of experiences with acculturation and discrimination and how these experiences relate to their perceptions of language skills and psychological well-being/mental health disparities (Aim 2). Data from the study will be the foundation for the development of Asian immigrant-tailored psychological health strategies for successful acculturation in American society associated with learning an L2 that has not been substantially discussed. The project carries practical implications for promoting the design and implementation of multi- sectoral interventions to address the structural drivers of health disparities (e.g., racism and discrimination). In addition, it will bring attention to establishing the culturally congruent multilingual competence for the development of 1.5 generation Asian/Asian American immigrant populations' strong sense of acceptance, inclusion, and identity in American society to achieve the goal of health equity for all in the U.S.

项目概要 亚裔美国移民特别容易受到健康差异和心理健康问题的影响 在 COVID-19 大流行期间与其他种族/族裔群体相比，有多种原因： 语言障碍、其对孤立和边缘化的影响，以及反亚裔仇恨犯罪和事件。 提案中，我们将重点关注语言障碍的详细组成部分（语言能力和语言能力） 身份），及其对心理健康差异的影响。大多数亚裔/亚裔美国移民开始使用。 主要使用第一语言 (L1) 后，到达美国后，英语作为附加语言 (L2) 他们父母的原籍国 1.5 代亚裔/亚裔美国移民年轻人——那些 小时候随父母（第一代）从亚洲国家移民到美国 年龄在 5 到 17 之间，在美国居住至少 2 年，当前年龄在 18 到 25 之间——是 然而，迄今为止，很少有研究探讨如何学习 L2 人群。 1.5 代亚裔/亚裔美国移民年轻人表达了他们的接受感、包容感和包容感 身份以及他们在美国社会的文化适应、社会化和心理健康。 鉴于这一研究空白，拟议工作的目标是调查学习 L2 和 亚裔/亚裔美国人 1.5 代年轻人的心理健康差异 本研究的中心假设是社会多元化 1.5 一代亚裔/亚裔美国移民年轻人，那些在一种文化中长大的人， 现在可能还需要融入新的美国主导文化，更有可能经历社会心理 该项目有两个具体目标，采用混合方法研究。 首先，使用定量分析，我们将确定感知语言的程度。 1.5 代亚裔/亚裔美国年轻人的熟练程度/语言认同与 心理健康和心理健康（目标1）第二，通过定性分析，我们将获得深入的了解。 了解文化适应和歧视的经历以及这些经历与他们的关系有何关系 对语言技能和心理健康/心理健康差异的看法（目标 2）。 该研究将为制定针对亚洲移民的心理健康策略奠定基础 在美国社会成功的文化适应与学习 L2 相关，而 L2 的学习尚未得到实质性的发展。 讨论了该项目对促进多方合作的设计和实施具有实际意义。 部门干预措施，以解决健康差异的结构性驱动因素（例如种族主义和歧视）。 此外，它将引起人们对建立文化上一致的多语言能力的关注。 1.5 亚裔一代/亚裔美国移民群体强烈的接受感的发展， 美国社会的包容性和认同感，以实现美国所有人健康公平的目标