Quad-dimensional acculturation, cultural integration, and life satisfaction of South Sudanese refugee young adults in the United States: A quasilongitudinal qualitative study.

OBJECTIVE: This study aims to describe acculturation among South Sudanese refugees (SSRes) as young adults in the U.S. based on a tridimensional (3D) acculturation framework. METHOD: Aligning with a community-based participatory research (CBPR) approach, the present study was designed to investigate in-depth individual experiences of SSRes in two phases, conducting 19 interviews in 2007 and 11 interviews in 2014-2015. The data analysis employed a modified grounded theory approach. RESULTS: A grounded theory emerged indicating that, over time, SSRes experienced quad-dimensional acculturation that included South Sudanese, mainstream American, African American, and African cultures and orientations. Although bidimensional acculturation was prominent in Phase 1, quad-dimensional acculturation emerged and was salient in Phase 2. Furthermore, participants who demonstrated an integrated perspective toward their acculturation tended to report higher life satisfaction scores than those who expressed conflicted perspectives. CONCLUSIONS: The findings have theoretical and practical implications for African refugees' adjustment and psychological well-being. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Crazy Rich Chinese? A Mixed-Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States.

BACKGROUND: Prior research observes associations between race-based stressors (e.g. stereotypes) and the compromised psychological and sociocultural adaptation of international students. METHODS: Using an explanatory sequential mixed-methods design (196 survey responses and 51 in-depth interviews), this study examined stereotypes perceived by Chinese students arriving on US college campuses after 2010, their interpretations of the new stereotypes, and the associated psychosocial adaptation challenges they had to navigate. RESULTS: Our findings suggested multiple dimensions of the stereotypes this recent wave of Chinese students perceived from their American peers, including stereotypes pertinent to their financial background (frequency effect sizes = 37.6% and 51% for quantitative and qualitative results, respectively), academic abilities (20.1% and 13.7%), personality characteristics (16.5% and 19.6%), and social attitudes and behaviors (12.9% and 9.8%). Further, this study observed that the new, prevalent stereotypes (e.g. being wealthy) might foster intergroup tension and pit Chinese students against their American peers and that some Chinese students experienced psychological issues (e.g. lower levels of collective self-esteem and feelings of shame) due to the stereotypes of wealth-flaunting Chinese students. CONCLUSIONS: This study contributes uniquely to the literature by unpacking the new stereotypes using a mixed-methods design and points to important practical implications for university services.

The experiences of Sudanese unaccompanied minors in foster care.

Sudanese unaccompanied minors were separated from their parents in childhood and lived apart from their families in refugee camps for close to a decade before being resettled in the United States. This phenomenological study examines the refugees' experiences of living in American foster families after living in peer groups in the camps. Interviews with 18 young adults, 7 years after resettlement, revealed that nearly all of the youth struggled with parental authority initially, and nearly half of them changed placements because of relationship difficulties with their foster parents. Misunderstandings based on cultural differences often exacerbated conflicts. However, 15 of 18 youth currently had a positive relationship with at least 1 foster parent, sometimes with a parent from their second or third placement. Changing foster families is often considered a failure in the child welfare system, but several Sudanese youth reported that having supportive relationships helped them during the acculturation process whether those relationships developed during the first or last placement.