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This seminal research investigates the adaptation experiences of elderly dependent Chinese immigrants who have come to New Zealand under the Family Reunion Category between 1994 and 1998. The study involved a group‐administered questionnaire to measure the various aspects of the adaptation experiences of 105 elderly dependent Chinese from China aged 50 years and over. The data set was subjected to ANOVA, Kruskal‐Wallis and Factor Analysis to analyse and establish relationships between variables. The results confirmed that there were five main factors that influence the living conditions of the elderly dependent Chinese immigrants in New Zealand. These were, in order of severity, communication in the English language, medical care, transportation, cost of living and interestingly relationships with other family members. The study also confirmed that age, length of time in New Zealand, and the need to stay in New Zealand permanently influenced the adaptability of the elderly Chinese immigrants in New Zealand.

The purpose of this paper is to investigate the cultural assimilation influence on family purchase decision making of Chinese immigrant families in New Zealand, and in Chinese families living in China.

The data were collected from 200 respondents. In total, 100 families have been chosen from each of these countries. The data were collected by the snowball sampling method across 11 different products and four decision-making stages.

The results of this research show that cultural assimilation does have an influence on parental perceptions of teen's influence on family decision making. Chinese immigrants' teenage children in New Zealand were perceived as having more influence within the family than their peers in Chinese families living in China.

The research used a sample size of only 100 respondents from each country. Furthermore, it used snowball sampling and mid-income group families only.

These findings help marketers to gain a better understanding of the influence of cultural assimilation, and use specific marketing communication and promotion strategies.

The paper empirically demonstrates that Chinese parents living in China and Chinese immigrant parents living in New Zealand perceive their children's involvement in family purchase decision differently. Chinese immigrant parents perceive that their children are becoming assimilated with New Zealand culture. This is the first ever study done on Chinese Immigrant families living in New Zealand and Chinese families living in China by collecting and using the cross-culture data from New Zealand and China.

Guided by Bronfenbrenner’s Ecological System’s model, this study documented acculturation and parental involvement in low-income Chinese immigrant homes that serve as predictors of parental mediation. By surveying 165 parents of 3–13-year-old immigrant children, this study found that low-income Chinese parents enacted restrictive mediation the most and exhibited a slow acculturation process even after an average of seven years of emigration. Higher parental acculturation was related to a higher use of active and restrictive mediation. Additionally, different aspects of parental involvement also served as predictors of the three mediation strategies. Chinese cultural emphasis on academic excellence and success was used to help interpret the findings. Future research should consider implementing research-based adult media literacy programs for immigrant parents to help them practice their parental mediation skills in the host culture.

The purpose of this article is two‐fold. First, it applies the PEN‐3 model to the topic of domestic violence within the Chinese American and Chinese immigrant community. The PEN‐3 model was developed by Collins Airhihenbuwa, and it focuses on placing culture at the forefront of health promotion. It consists of three dimensions: cultural identity, relationships and expectations, and cultural empowerment. The article offers practice recommendations from the PEN‐3 analysis to plan culturally relevant and sensitive domestic violence prevention, education, and services targeted to the Chinese American and Chinese immigrant community.

Using existing literature in the areas of domestic violence and health, mental health, and counseling interventions with Chinese Americans and immigrants, the PEN‐3 model, as an organizing framework, was applied to understand the phenomenon of domestic violence among Chinese Americans and Chinese immigrants in the United States.

How Chinese Americans and Chinese immigrants perceive domestic violence and how they obtain formal assistance are embedded within a larger sociocultural context including a host of factors ranging from personal, family, community, environmental, and structural variables.

The PEN‐3 model reinforces the importance in addressing domestic violence within an ecological and cultural framework. Harnessing traditional Chinese value systems (i.e. emphasis on collectivism, hierarchy, patriarchy) and collaborating with the community are essential in promoting culturally sensitive interventions.

Practice articles examining the application of the PEN‐3 model on domestic violence among Chinese Americans and Chinese immigrants are lacking. More often than not, culture and other social forces are minimized by practitioners who are guided by “Western ways of knowing.”

This chapter draws from a three-year ethnographic study focused on the educational and community interactions among working- and middle-class ethnic Chinese immigrants in a mid-western town in the United States. Aihwa Ong (1999) argues that “Chineseness” is a fluid, cultural practice manifested within the Chinese diaspora in particular ways that relate to globalization in late modernity, immigrants’ cultural background, their place in the social structure in their home society, and their new social class status in the context they enter. The study extends research focused on the complexities of social reproduction within larger global flows of Chinese immigrants. First, we describe how Chinese immigrants’ social status in their countries of origin in part shapes middle and working-class group’s access to cultural capital and positions in the social structure of their post-migration context. Second, we trace groups’ negotiation of their relational race and class positioning in the new context (Ong, 1999) that is often invisible in the processes of social reproduction. Third, we describe how both groups must negotiate national, community, and schooling conceptions of the model minority concept (Lee, 1996) that shapes Asian-American’s lived realities in the United States; yet the continuing salience of their immigrant experience, home culture, and access to cultural capital (Bourdieu, 2007) means that they enact the “model minority” concept differently. The findings suggest the complexity of Chinese immigrants’ accommodation of and resistance to normative ideologies and local structures that cumulatively contribute to social reproduction on the basis of class.

This chapter discusses issues and strategies on engaging first generation immigrant parents of young children with exceptionalities. It describes challenges and obstacles faced by immigrant families and the professionals who serve them with a focus on Latino and Chinese immigrant families, given that Latino and Chinese are two largest immigrant groups to the United States. Available literature in early childhood education and nursing suggests that communication, financial stress, and cultural values are critical issues faced by immigrant families of young children with exceptionalities, regardless their immigrant status. Effective engagement with these families can only be achieved through positive attitudes, care, empathy, and sincere communication. Building the cultural competence, collaboration skills, and repertoire of early childhood professionals on assisting these parents access school and community resources will make the work of engaging these parents more fruitful. Most importantly, early childhood professionals must recognize and capitalize on the strengths of immigrant parents of young children with exceptionalities and encourage their participation as an equal partner to support their child’s education. The chapter is concluded with a list of practical strategies for early childhood educators to better collaborate with immigrant parents of young children with disabilities.

The purpose of this paper is to examine knowledge and attitudes about preconception health care among Chinese immigrants in Canada.

A cross-sectional internet-based survey, informed by the principles of the health belief model, was administered to a convenience sample in Ottawa, Canada. In total, 76 respondents from the Chinese community participated in the online survey.

Overall, participants demonstrated: low to moderate awareness of preconception related risk factors and preconception health; neutral to slightly positive attitudes toward carrying out preconception care; considerable confusion over the differences among preconception care, premarital health care (Mainland China), and prenatal health care; great sensitivity to subjective norms related to spouses, parents, and friends; and a strong desire for receiving information and communication from health care professionals.

An emphasis on reducing misperceptions and offering information about the preconception period and potential severe pregnancy-related risks may contribute to a better knowledge and intended behavior toward preconception care among Chinese immigrants, and ultimately optimize both their reproductive health and their future children’s health.

The cultural norms and population policies in the sending country may frame immigrants’ knowledge and attitudes related to preconception health care. This study fills the gap in the literature regarding Chinese immigrants’ knowledge levels and attitudes toward preconception care in Canada and thus offers insights into how to deliver culturally competent care and design effective communication strategies to reach out to ethnocultural communities.

The purpose of the paper is to examine the relationship between family-related factors and academic performance for Asian and Hispanic immigrant students.

The study used data drawn from the Children of Immigrants Longitudinal Study. Data were collected from second-generation immigrant students in forms of surveys. A total of 10th to 12th grade Asian (n=3,022) and Hispanic immigrant students (n=1,664) reported their family income, father’s and mother’ education, parents’ education aspiration for them, their own education aspiration, English proficiency, family cohesion, and parent-child conflict. Their school performance indicated by grade point average demonstrated in school records was also collected. Data were analyzed with analysis of variance and regression techniques.

Family income and parent-child conflict were identified as predictors of immigrant students’ grade point average. When regression analyses were conducted separately for Asian and Hispanic students, different patterns emerged. Family income and parent-child conflict predicted Hispanic immigrant students’ academic performance whereas parent education aspiration and family income predicted Asian immigrant students’ academic performance.

The current study was among the first to examine how family emotional factors related to Asian and Hispanic immigrant students’ academic performance. The findings demonstrated some interesting patterns in terms of how different family-related factors contributed to the two immigrant student groups. It added to the existing literature about what distinguished Asian and Hispanic immigrant students’ academic achievement.