Editing Cultural identity (section)

== Cultural identity and immigrant experience ==
Identity development among immigrant groups has been studied across a multi-dimensional view of [[acculturation]]. Acculturation is the phenomenon that results when groups or individuals from different cultures come into continuous contact with one another and adopt certain values and practices that were not originally their own.<ref>{{Cite journal |title=Migration, distress and cultural identity |url=https://academic.oup.com/bmb/article/69/1/129/523340 |access-date=2024-02-05 |journal=British Medical Bulletin|date=2004 |doi=10.1093/bmb/ldh007 |last1=Bhugra |first1=D. |volume=69 |pages=129–141 |pmid=15226202 }}</ref> Acculturation is unique from assimilation. Dina Birman and Edison Trickett (2001) conducted a [[qualitative study]] through informal interviews with first-generation Soviet Jewish refugee adolescents looking at the process of acculturation through three different dimensions: language competence, behavioral acculturation, and cultural identity. The results indicated that "acculturation appears to occur in a linear pattern over time for most dimensions of acculturation, with acculturation to the American culture increasing and acculturation to the Russian culture decreasing.  However, Russian language competence for the parents did not diminish with length of residence in the country" (Birman & Trickett, 2001).

In a similar study, Phinney, Horencyzk, Liebkind, and Vedder (2001) focused on a model, which concentrates on the interaction between immigrant characteristics and the responses of the majority society to understand the psychological effects of immigration. The researchers concluded that most studies find that being bicultural, the combination of a strong ethnic and a strong national identity, yields the best adaptation in the new country of residence. An article by LaFromboise, L. K. Colemna, and Gerton, reviews the literature on the impact of being bicultural.  It showed that it is possible to have the ability to obtain competence within two cultures without losing one's sense of identity or having to identity with one culture over the other. (LaFromboise Et Al. 1993) The importance of ethnic and national identity in the educational adaptation of immigrants indicates that a bicultural orientation is advantageous for school performance ([[Alejandro Portes|Portes]] & [[Rubén G. Rumbaut|Rumbaut]], 1990). Educators can assume their positions of power in beneficially impactful ways for immigrant students, by providing them with access to their native cultural support groups, language classes, after-school activities, and clubs in order to help them feel more connected to both native and national cultures. It is clear that the new country of residence can impact immigrants' identity development across multiple dimensions. Biculturalism can allow for a healthy adaptation to life and school. With many new immigrant youth, a school district in Alberta, Canada, has gone as far as to partner with various agencies and professionals in an effort to aid the cultural adjustment of new Filipino immigrant youths.<ref>{{cite web| url=http://bild-lida.ca/journal/volume_2_2_2018/supporting-reconnecting-immigrant-families-with-english-language-learners-in-rural-schools-an-exploratory-study-of-filipino-arrivals-to-alberta/|title=Supporting Reconnecting Immigrant Families with English Language Learners in Rural Schools: An Exploratory Study of Filipino Arrivals to Alberta |first1=Gregory|last1=Tweedie|first2=Anja|last2=Dressler|first3=Cora-Leah|last3=Schmidt|date=12 November 2018 | access-date=17 November 2018}}</ref> In the study cited, a combination of family workshops and teacher professional development aimed to improve the language learning and emotional development of these youths and families.<ref>{{cite web|url=http://bild-lida.ca/journal/volume_2_2_2018/supporting-reconnecting-immigrant-families-with-english-language-learners-in-rural-schools-an-exploratory-study-of-filipino-arrivals-to-alberta/|title=Supporting Reconnecting Immigrant Families with English Language Learners in Rural Schools: An Exploratory Study of Filipino Arrivals to Alberta |first1=Gregory|last1=Tweedie|first2=Anja|last2=Dressler|first3=Cora-Leah|last3=Schmidt|date=12 November 2018 | access-date=17 November 2018}}</ref>