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Stories of Chinese/Taiwanese-American Mixed-Heritage College Students: Their Mixed-Heritage Identities and Chinese/Taiwanese Heritage Maintenance.

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Bibliographic Details
Title: Stories of Chinese/Taiwanese-American Mixed-Heritage College Students: Their Mixed-Heritage Identities and Chinese/Taiwanese Heritage Maintenance.
Authors: Sung, Ko-Yin1 (AUTHOR) KoYin.Sung@usu.edu
Source: Journal of Language, Identity & Education. Jul/Aug2026, Vol. 25 Issue 4, p516-529. 14p.
Subject Terms: *Language maintenance, *Cultural identity, Identity (Psychology), Taiwanese people, Race identity
Geographic Terms: United States
Abstract: This study aims to provide a better understanding of how Chinese/Taiwanese-American mixed-heritage college students form their mixed-heritage identities and identify life events and incidents which help shape the mixed-heritage participants' identity formation and their heritage language and culture maintenance. This study involved eight Chinese/Taiwanese-American mixed heritage college students in the United States. By analyzing the in-depth one-on-one interview data through the lens of the poststructuralist view of identity and the cultural ecological framework of biethnic identity, this study found that the Chinese/Taiwanese culture-related events and the learning of Chinese/Taiwanese household culture and values that occurred in the participants' childhoods helped form their mixed-heritage identities. Moreover, despite incidents that made the participants feel marginalized, such as stereotypical assumptions toward mixed-heritage individuals, and despite of the lack of Chinese/Taiwanese heritage language proficiency of some of the participants, this study found a positive attitude and strong desire in the participants to maintain ties with their Chinese/Taiwanese heritage language and culture. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study aims to provide a better understanding of how Chinese/Taiwanese-American mixed-heritage college students form their mixed-heritage identities and identify life events and incidents which help shape the mixed-heritage participants' identity formation and their heritage language and culture maintenance. This study involved eight Chinese/Taiwanese-American mixed heritage college students in the United States. By analyzing the in-depth one-on-one interview data through the lens of the poststructuralist view of identity and the cultural ecological framework of biethnic identity, this study found that the Chinese/Taiwanese culture-related events and the learning of Chinese/Taiwanese household culture and values that occurred in the participants' childhoods helped form their mixed-heritage identities. Moreover, despite incidents that made the participants feel marginalized, such as stereotypical assumptions toward mixed-heritage individuals, and despite of the lack of Chinese/Taiwanese heritage language proficiency of some of the participants, this study found a positive attitude and strong desire in the participants to maintain ties with their Chinese/Taiwanese heritage language and culture. [ABSTRACT FROM AUTHOR]
ISSN:15348458
DOI:10.1080/15348458.2024.2372811