Semester of Graduation

Summer 2026

Degree

Master of Arts (MA)

Department

Department of Psychology

Document Type

Thesis

Abstract

Parents with immigration backgrounds face the dual challenges of maintaining their heritage culture while supporting their children’s adaptation to the mainstream culture. Although previous studies stressed both acculturation and enculturation, these two processes can compete and even conflict, leading to the important question for parents: Does parental enculturation influence children’s peer relationships and emotional functioning? This study examines the associations between parental enculturation and the social and emotional adaptation of Asian American youth by focusing on peer relationship difficulties and emotional symptoms. Participants included 75 Asian American parents of children aged 4 to 17, who completed measures of parental enculturation (Vancouver Index of Acculturation) and child emotional and social outcomes (Strengths and Difficulties Questionnaire). Correlational and regression analyses were conducted to explore whether higher parental enculturation predicts greater peer and emotional difficulties in children. Results indicated that parental enculturation was not significantly associated with children’s emotional symptoms but was negatively associated with peer relationship difficulties. Overall, the results suggest that parental enculturation may be differentially associated with specific domains of youth adaptation, with a stronger link to peer functioning than to emotional symptoms in this sample. Future studies should consider the multidimensional and context-sensitive nature of enculturation when understanding cultural influence and supporting immigrant-youth.

Date

7-23-2026

Committee Chair

Choe, Danbi

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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