NCJ Number
175789
Journal
International Journal of Comparative and Applied Criminal Justice Volume: 22 Issue: 1-2 Dated: Spring-Fall 1998 Pages: 273-292
Date Published
1998
Length
20 pages
Annotation
A self-report questionnaire survey gathered information designed to determine the relationship between modes of acculturation and juvenile delinquency among Korean American elementary and secondary students in the United States.
Abstract
The 400 questionnaires were distributed in batches of 20, to 20 randomly selected Korean churches nationwide for completion by elementary to high school students with Korean ethnicity. The survey received 129 responses. Results of a cluster analysis suggested three modes of acculturation: separation, assimilation, and marginalization. The results of analysis of variation between delinquent behavior and acculturation modes indicated no statistically significant difference, but the Duncan test revealed that assimilated youths were the most likely and the marginalized were the least likely to engage in delinquency. Five mediating factors were also considered. Only delinquent friend was significantly correlated with delinquency for youths in the separated acculturation mode. In contrast, delinquent friend, attachment to parents, and educational aspiration correlated with the assimilated mode. Both attitudes to law violation and perceived racial discrimination were significantly related to delinquency for those in the marginalized acculturation mode. Findings highlighted the importance of socialization variables rather than acculturation alone in explaining delinquency among Korean American youth. Findings also did not support most research findings reporting that immigrants are more prone to delinquency because they experience the stress accompanied by acculturation or they accept and assimilate into the norms of the American culture. Instead, delinquency among these youths seems to be better explained by social control, social learning, and strain theories. Findings suggested the desirability of efforts to strengthen the ethnic social network, school curricula that promote multicultural and multiracial understanding and tolerance, and public education regarding the benefits of pluralism. Tables and 68 references (Author abstract modified)