Dimensions of Biculturalism in Mexican-American College Students.

摘要

This study represents the third phase of continuing research on the psychodynamics of biculturalism/multiculturalism in Mexican American college students. A biculturalism inventory was administered to 284 Mexican-American college students in Texas and California. Based on scores obtained in the inventory, 55 subjects (28 from Texas, 27 from California) who could be easily classified as traditional, atraditional, or bicultural were selected. A test battery was administered to these students along with a life history interview. Results showed that biculturals scored significantly more internal on the Rotter I-E Scale than either traditionals or atraditionals. Biculturals also achieved higher scores on leadership, interethnic facilitation, and multicultural participation dimensions of the life history. Of three bicultural identity types (Synthesized, Functional Bicultural/Chicano Orientation, and Functional Bicultural/Anglo Orientation), Synthesized Biculturals obtained the highest scores on interethnic facilitation, multicultural participation, and positive interpersonal experiences with peers and authorities who were both Mexican American and Anglo in the domains of school, home and community. It was concluded that the above findings support the major assumptions of the Flexibility, Synthesis and Expansion Model of biculturalism/multiculturalism.