Research Outline
Mengyuan You
In Chong and Hong’s Migration Experienes:
What causes the estrangement between immigrant parents and child?
Enculturation, Immigration, Acculturation, Fall 2015
Professor Glen Milstein, Ph.D.
The City College of the University of New York
Due Date: November 30, 2015
Words: 529

Introduction:
• I will start my essay with a hook about immigration.
• Introduce the effects of immigration on parent-child relations and connect to Hong’s family.
Mystery:
Hong is a 19 years old teenager. Her father, Chong had left the family, came to the United States since Hone was 4 years-old. At age 15, Hong and her mother had migrated to the United States and live with her father. Hong live with her father for four years, but she still does not want to have any conversation with her father. One day at the dinner table, the family were having many conversations. Chong asked Hong questions about her performance in class, but Hong refused to talk anything related to herself with Chong; then, she chose to leave the dinner table. In Hong’s family, Chong tried to communicate with Hong, but Hong does not want to talk with him.
Question:
What, in Chong and Hong’s migration experiences and developmental stages, can help explain why Chong has problems communicating with Hong before and after she acculturated into American society?
Key Words:
Adolescence Stage, Acculturation, Mental-stress, Parent-Child Communication, Immigration, Family Separation.
Body Paragraph 1:
• I will use Erikson & Erikson (1997) and Milstein & Lucic (2004) to explain Chong’s concept of exit and his developmental stage.
Body Paragraph 2:
• Use Erikson & Erikson (1997) and Milstein & Lucic (2004) to explain Hong’s developmental stage.
Body Paragraph 3:
• Explain how Chong’s concept of exit affect Hong’s development in Play age, School age, and early Adolescence stage.
• Detail: How the absent of Hong’s father as a counter-player in Hong’s developmental stages, from age four to fifteen, affect Hong to develop the basic strengths.
Body Paragraph 4:
• Use Milstein & Lucic (2004) to explain Hong’s attitude toward her father before migration.
Body Paragraph 5:
• The concept of exit for Hong. And her performances after migration.
Body Paragraph 6:
• I will use Al-Issa (1997) and Berry (2001) to explain acculturation,
• Hong slowly acculturated into American society.
Body Paragraph 7:
• I will explain Chong’s stress as he is the head of the family.
• I am going to use Qin (2006) to explain that the parent from working-class families negatively affect their relationship with their children when they put too much pressure on their children for educational achievement. (Hope their children to achieve a better living condition.)
• And how his “hope” contributed to push Hong away from him.
Body Paragraph 8:
• The stress and mental distress Hong received from her parent.
• Give 1 examples of the stress: Education
• The requirement of advance in school create stress, which lead to the development of mental distress.
• I will use Guarnaccia’s (1997) and Choi’s (2006) studies to talk about the mental distress that Hong had.
• Result: The stress increased the distance between Hong and her parent.
Body Paragraph 9:
• The stress and mental distress Hong received from her parent.
• Example 2: Parenting style.
• I will use Qin (2008) to explain why parenting style contribute to the separation between Hong and her parent after migration.
• Result: The stress increased the distance between Hong and her parent.
Conclusion:
• Restate all the factors that estrange Hong and Chong’s relation.
• Provide a solution to solve this estrangement.

References
Al-Issa, I. (1997). Ethnicity, immigration, and psychopathology. In I. Al-Issa & M. Tousignant
(Eds.), Ethnicity, Immigration, and Psychopathology (pp. 3-15). New York: Plenum Press.
Berry, J. W. (2001). A psychology of immigration. Journal of Social Issues, 57(3), 615-631
Choi, H., Meininger, J. C., & Roberts, R. E. (2006). Ethnic differences in Adolescents’ Mental
Distress, Social Stress and Resources. Adolescence, 41(162), 263-283
Erikson, E. H., & Erikson, J. M. (1997). The life cycle completed (Extended / ed.). New York:
W.W. Norton.
Guarnaccia, P. J. (1997). Social Stress and Psychological Distress among Latinos in the United
States. In I. Al-Issa & M. Tousignant (Eds.), Ethnicity, immigration, and psychopathology (pp. 71-94).New York: Plenum Press.
Milstein, G., & Lucic, L. (2004). Young Immigrants: A Psychosocial Development Perspective.
ENCOUNTER: Education for Meaning and Social Justice, 17(3), 24-29.
Qin, D. B. (2006). ‘Our Child Doesn’t Talk to Us Any More’: Alienation in immigrant Chinese
families. Anthropology and Education Quarterly, 37, 162-179.
Qin, D. B. (2008, January). Doing well vs. feeling well: Understanding Family Dynamics and the
Psychological Adjustment of Chinese Immigrant Adolescents. J Youth Adolescence, 37(1), 22-35. doi:10.1007/s10964-007-9220-4