The intersection of colonial mentality, family socialization, and ethnic identity formation among second generation Filipino American youth

Purpose. There is much evidence that profoundly challenges the Asian model minority myth that portrays Asians as problem free. One of them is the high incidence of depression among Filipino Americans, particularly second-generation Filipino American youth (Rumbaut, 1999). However, there is a dearth of information regarding the mental health of Filipino Americans and why the incidence of depression is so high (Araneta, 1993 & Uba, 1994). Literature on acculturation among ethnic minority youth asserts that a straight-line trajectory of assimilation is the most detrimental trajectory, while biculturalism, or integration, is the optimal trajectory (LaFramboise et. al., 1993; Ward, 2001). With regard to ethnic identity, ethnic pride is found to have a positive effect on overall adjustment among immigrant youth within various ethnic groups (Phinney, 1993), and higher levels of Filipino ethnic identification is significantly associated with lower levels of depressive symptoms among Filipino Americans (Mossakowski, 2003). In line with an ecological systems perspective, this study considers what is a salient context for Filipinos living in America their history of colonization. Scholars suggest that colonial mentality is commonly adopted among Filipino Americans and this contributes to a loss of a sense of heritage, or weakened ethnic identity (David, 2006). The purpose of this study was to examine the processes that may illuminate why Filipino American youth may be depressed, namely to: (1) gain an understanding of the role colonial mentality plays in the family socialization or enculturation of second generation Filipino Americans (SGFAs); (2) gain an understanding of the role colonial mentality plays on their ethnic identity formation; (3) and examine how the enculturation and ethnic identity formulations may impact their bicultural competence and overall mental and emotional well being.;Methods. This study utilized a mixed methods approach to understanding the experiences of second-generation Filipino American youth. In-depth, semi-structured qualitative interviews were conducted with 12 male and 18 female U.S.-born Filipino Americans between the ages of 18 and 22 years old. Each participant completed a battery of scales that measure ethnic identity, family conflict and cohesion, perceived discrimination, colonial mentality, cultural dissonance (between individualist and collectivist values), self-esteem and depressive symptoms. An indigenous perspective was used to underscore the influence of social, political and historical contexts on participants. The life-story interview allowed each participant to share how they constructed meaning out of their life experiences over time. A thematic analysis of the transcribed interviews (Fereday & Muir-Cochrane, 2006) was conducted in order to appreciate common experiences within the sample.;Results. This study has three main findings. First, the prominent style of enculturation of first generation parents seems to be a risk factor due to their endorsement of a colonial mentality. This constrained enculturation, as it is called here, seemed to have led to some participants having minimal resources to develop a strong Filipino ethnic identity, counter racism and colonial mentality, and encouraged a trajectory of assimilation. Second, despite the nature of their enculturation, some SGFAs displayed areas of resilience as they found what is identified in this study as cultural portals, or ways to access a Filipino heritage and culture, which allowed them to further explore and strengthen their own ethnic identity. Third, a sense of indebtedness to family seemed to be a common, salient struggle among this SGFA group, where the level of pressure likely led to feelings of being overburdened and an overall, compromised mental and emotional well being.;Implications. Qualitative results highlight the complexities of the process of ethnic identity formation not fully explained by stage models of development, and how a history of colonization and constrained enculturation may hinder the ability of ethnic minority youth to explore their ethnic roots. Understanding this process stresses the importance of multi-level interventions and retaining culture on both the family and community level among ethnic youth who have, often to their detriment, learned to assimilate well. Enhancing the awareness of parents of how their expectations of their children to assimilate and succeed both academically and socioeconomically may have detrimental effects on their children may also ease the burden of family indebtedness. The importance of allowing their children access to Filipino culture can also be stressed. Work with Filipino-American families may encourage improved communication surrounding these areas, as well as allow the individual SGFA to articulate what may be most challenging as they must negotiate dual or multiple cultural scripts.