The relationship between print literacy, acculturation, and acculturative stress among Mexican immigrant women

The purpose of this study was to examine print literacy, acculturation, and acculturative stress among one-hundred and six Mexican immigrant women participating in a family literacy program. The two hypotheses were: (1.) There is a relationship between (a) print literacy as measured by the Print Literacy Questionnaire and (b) acculturation as measured by the Multidimensional Acculturation Scale, and (2.) There is a relationship between (a) print literacy as measured by the Print Literacy Questionnaire and (b) acculturative stress as measured by the Multidimensional Acculturative Stress Inventory. This study applied canonical correlation and multiple regression analyses. Statistically significant (p<.05) findings supported the first hypothesis. The findings for the second hypothesis were not significant (p=.725). Two additional findings for the first hypothesis were: (1.) that adult reading and writing in English related to American acculturation; and (2.) that parents reading and writing in English to their child/children related to American acculturation. This study suggested four recommendations for future research. Educational implications from this study are that promoting Mexican immigrant women reading and writing in English by themselves and to their child/children influences American acculturation.