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Date Permissions Signed
Date of Award
Master of Science (MS)
Trimble, Joseph E.
King, Jeff J.
Acculturation can be a difficult process for immigrant families as parents and children adjust to different cultural value systems. Parents and adolescents may acculturate at different rates to the mainstream culture due to parents wanting to retain their heritage culture and adolescents immersion into mainstream Western culture. This seems to assume assimilation as the same process as acculturation when it is only one possible outcome. As a result of this, acculturation gaps between parents and adolescents result, which may lead to parent-adolescent conflict. The current study took a mixed methods approach to investigate how Asian Indian immigrant families experience parentadolescent conflict. Rasch analyses were used to assess the cultural measurement equivalence of the Asian American Family Conflict Scale (FCS) and the Issues Checklist (IC) among 52 Asian Indian adolescents. Twelve adolescents participated in semistructured interviews to provide qualitative insight into the nature of parent-adolescent conflict and which of these two measures captured conflict within this population. Multiple regression analyses indicated that acculturative stress predicted scores on the FCS and the IC. Rasch analysis, the study identified one misfit item for the FCS with this population. Understanding the reasoning behind this misfit item as well as why this scale performed well is provided by interview data.
Western Washington University
Subject – LCSH
East Indian Americans; Assimilation (Sociology); Conflict of generations; Immigrant families--United States--Social conditions--Case studies
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this thesis for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.
Kumar, Aparna, "Parent adolescent conflict among Asian Indian immigrant families" (2014). WWU Graduate School Collection. 396.