ABSTRACT Relocation to a new culture has significant impacts on individuals’ “self” and identity. This qualitative study examines the perspectives of Japanese temporary resident and immigrant parents on their children’s acculturation to U.S. local schools and its impact on self. Japanese people, generally, are sensitive to others’ responses to their struggles. Reluctance to seek formal support that can label them as “failures” may increase their vulnerability to acculturative stress. Individual interviews with 14 Japanese parents from 11 families in a southern state described the experiences of 23 children. Parents reported that language barriers and differences in school systems, particularly, have affected their children’s self and identity, including a sense of inferiority and reluctance to participate in activities to protect themselves. Yet participation in non-academic activities such as sports, which do not require extensive English communication skills, helps their children develop friendships with local children and regain a positive understanding of self. Further, the time they spend with other Japanese children can relieve acculturative stress, and motivate them to participate at their local schools. The Japanese case study can broaden our perspectives on the self and acculturation of immigrant and foreign-born children, and provide insights into how we might better support them.

中文翻译：

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美国学校日本儿童的文化适应、文化自我和身份认同：来自日本临时居民和移民父母的见解

摘要 迁移到新文化对个人的“自我”和身份认同有重大影响。这项定性研究考察了日本临时居民和移民父母对其子女对美国当地学校的适应及其对自我的影响的观点。一般而言，日本人对他人对其斗争的反应很敏感。不愿寻求可以将他们贴上“失败”标签的正式支持可能会增加他们对文化压力的脆弱性。对来自南方某州 11 个家庭的 14 位日本父母的个别访谈描述了 23 名儿童的经历。家长报告说，语言障碍和学校系统的差异尤其影响了孩子的自我和身份认同，包括自卑感和不愿参加保护自己的活动。然而，参加体育等不需要广泛英语沟通技巧的非学术活动，有助于他们的孩子与当地孩子建立友谊，并重新获得对自我的积极了解。此外，他们与其他日本孩子一起度过的时间可以缓解文化压力，并激励他们参加当地学校。日本的案例研究可以拓宽我们对移民和外国出生儿童的自我和文化适应的看法，并提供我们如何更好地支持他们的见解。他们与其他日本孩子一起度过的时间可以缓解文化压力，并激励他们参加当地学校。日本的案例研究可以拓宽我们对移民和外国出生儿童的自我和文化适应的看法，并提供我们如何更好地支持他们的见解。他们与其他日本孩子一起度过的时间可以缓解文化压力，并激励他们参加当地学校。日本的案例研究可以拓宽我们对移民和外国出生儿童的自我和文化适应的看法，并提供我们如何更好地支持他们的见解。