Intergenerational influences of second-generation Chinese American academic and career exploration : using a career genogram as a guiding tool

Although many quantitative studies have explored career decision making for Asian- Americans, there is much less qualitative research on their lived experiences, particularly regarding intersectionalities such as second-generation immigrants. Using the Asian American Psychology of Working Theory (AAPWT; Tu & Okazaki, 2021) as a theoretical framework, this qualitative study examined how learning about their family's career history impacted secondgeneration Chinese American emerging adults' reflections about their academic and career choices. Eight emerging adults (ages 18-25) were recruited from a large metropolitan Chinatown community. The family career genogram (Chope, 2005) was used as a guiding tool throughout the semi-structured interviews, which explored the participants' understanding and reflections of career patterns and family dynamics across three generations. Discussion of their immigrant parents' pre- and post-migration experiences revealed acculturation challenges, discrimination, and sociopolitical experiences from their home country, which may have led to intergenerational emphases on financial and career stability. Results showed that second-generation Chinese American participants in this study adopted some of their immigrant families' career values, such as need for financial stability, emphasis on education, and strong work ethics, along with emphases on ability to have social impact, following own interests, and valuing happiness in their careers. Participants also discussed challenges related to first-generation college student statuses. In sum, results further challenge the Model Minority Myth (Yip et al., 2021) that perpetuates many Asian-Americans in the U.S., and showed that the career genogram exercise can provide perspectives on the academic and career exploration needs of second-generation Chinese-Americans that inform future career development practices and research.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Ed, School and Counseling Psychology (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2024

Author dc:creator

• Chen, Felice

Advisor dc:contributor.advisor

• Rottinghaus, Patrick J.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/105983

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/105983