The Chinese American Experience

Faculty Mentor

Kassahun Kebede

Presentation Type

Oral Presentation

Start Date

5-7-2025 11:30 AM

End Date

5-7-2025 11:50 AM

Location

PUB 321

Primary Discipline of Presentation

Sociology and Justice Studies

Abstract

This paper examines and identifies conflicts of second-generation Chinese Americans, focusing on the interplay of cultural values, gender roles, and societal stereotypes. Through an interview with Connor Chan, a 23-year-old Chinese American, the study illuminates the tension between traditional Chinese patriarchy and evolving American norms. Intergenerational conflicts arising from differing acculturation experiences are explored, highlighting the emotional strain of navigating two distinct cultural landscapes.

The research addresses the persistence of traditional gender roles, where male breadwinners are emphasized, contrasting with Americas idea of female empowerment. This dissonance creates internal and external pressures for second-generation individuals. Furthermore, the paper confronts the “model minority” stereotype, revealing the detrimental impact by masking the diverse challenges faced by Chinese Americans. Connor's experiences with racial micro-aggressions, like the use of the umbrella term "Asian" and the "where are you from?" question, underscore the sense of otherness experienced.

Socioeconomic factors influencing educational opportunities are also considered. The study emphasizes the importance of recognizing the diversity within the Chinese American community, avoiding generalizations, and acknowledging the unique obstacles they face in forming their identities. By analyzing Connor’s experiences within existing literature, this research offers insights into the ongoing negotiation of cultural identity among second-generation Chinese Americans, revealing the complex dynamics of heritage and assimilation in the U.S.

Comments

References

ChenFeng, Jessica, et al. “Intergenerational Tension, Connectedness, and Separateness in the Lived Experience of First and Second Generation Chinese American Christians.” Contemporary Family Therapy, vol. 37, no. 2, 5 May 2015, pp. 153–164, doi:10.1007/s10591-015-9335-9.

Kibria, Nazli. Becoming Asian American: Second-Generation Chinese and Korean American Identities. Johns Hopkins University Press, 2003.

Kibria, Nazli. “Race, Ethnic Options, and Ethnic Binds: Identity Negotiations of Second-Generation Chinese and Korean Americans.” Sociological Perspectives, vol. 43, no. 1, Mar. 2000, pp. 77–95, doi:10.2307/1389783.

Kim, Helen Jin, and Russell Jeung. “Nonreligious Second-Generation Chinese Americans: How Gender Shapes Their Worldviews.” Chinese America, History and Perspectives, 2013, pp. 23-28.

Liu, Jessica, et al. “A Qualitative Study of Intergenerational Cultural Conflicts among Second-Generation Chinese Americans and Taiwanese Americans.” Asian American Journal of Psychology, vol. 10, no. 1, Mar. 2019, pp. 47–57, doi:10.1037/aap0000121.

Louie, Vivian. “Parents’ Aspirations and Investment: The Role of Social Class in the Educational Experiences of 1.5- and Second-Generation Chinese Americans.” Harvard Educational Review, vol. 71, no. 3, 1 Sept. 2001, pp. 438–475, doi:10.17763/haer.71.3.lv51475vjk600h38.

Min, Pyong Gap. Asian Americans: Contemporary Trends and Issues. Sage, 1995.

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May 7th, 11:30 AM May 7th, 11:50 AM

The Chinese American Experience

PUB 321

This paper examines and identifies conflicts of second-generation Chinese Americans, focusing on the interplay of cultural values, gender roles, and societal stereotypes. Through an interview with Connor Chan, a 23-year-old Chinese American, the study illuminates the tension between traditional Chinese patriarchy and evolving American norms. Intergenerational conflicts arising from differing acculturation experiences are explored, highlighting the emotional strain of navigating two distinct cultural landscapes.

The research addresses the persistence of traditional gender roles, where male breadwinners are emphasized, contrasting with Americas idea of female empowerment. This dissonance creates internal and external pressures for second-generation individuals. Furthermore, the paper confronts the “model minority” stereotype, revealing the detrimental impact by masking the diverse challenges faced by Chinese Americans. Connor's experiences with racial micro-aggressions, like the use of the umbrella term "Asian" and the "where are you from?" question, underscore the sense of otherness experienced.

Socioeconomic factors influencing educational opportunities are also considered. The study emphasizes the importance of recognizing the diversity within the Chinese American community, avoiding generalizations, and acknowledging the unique obstacles they face in forming their identities. By analyzing Connor’s experiences within existing literature, this research offers insights into the ongoing negotiation of cultural identity among second-generation Chinese Americans, revealing the complex dynamics of heritage and assimilation in the U.S.