アメリカの「日本人」高校生の文化アイデンティティと社会化経験 : コミュニケーションエコロジー調査から Cultural Identity and Socialization Experiences of Japanese High School Students in the U.S.A. : From a Communication Ecology Study Using Interviews and Time Management Records

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Six 'Japanese' high school students in S city, in the Western U.S.A., were interviewed about their daily life experiences and cultural identities. Five of them kept time management records over a four-day period. One of the five students also collected logs of her PC use with iShowU software. The six students in this study were busy going to and studying at local high schools. They had many Asian-American friends. In comparison with high school students in Japan, they spent more time on studying at home and using PCs. Compared with Japanese people in S city twenty years ago, the six students of this study had conducted their daily lives using Japanese language more, thanks to the development of information technology. Consequentially, they had better command of Japanese and felt comfortable being "Japanese" living in the U.S. While five students attended a Saturday Japanese supplementary school and enjoyed talking to Japanese friends there, the sixth student did not attend the supplementary school and had a kind of identity crisis: "I don't know 'what I am culturally' these days." It is concluded that while the development of information technology has made information/developmental ecology of Japanese high school students in S city more like those of comparable students living in Japan, that chatting activities in Japanese during lunch break at the supplementary school is critical for establishing cultural identity for Japanese high school students living in the U.S.

Six 'Japanese' high school students in S city, in the Western U.S.A., were interviewed about their daily life experiences and cultural identities. Five of them kept time management records over a four-day period. One of the five students also collected logs of her PC use with iShowU software. The six students in this study were busy going to and studying at local high schools. They had many Asian-American friends. In comparison with high school students in Japan, they spent more time on studying at home and using PCs. Compared with Japanese people in S city twenty years ago, the six students of this study had conducted their daily lives using Japanese language more, thanks to the development of information technology. Consequentially, they had better command of Japanese and felt comfortable being "Japanese" living in the U.S. While five students attended a Saturday Japanese supplementary school and enjoyed talking to Japanese friends there, the sixth student did not attend the supplementary school and had a kind of identity crisis: "I don't know 'what I am culturally' these days." It is concluded that while the development of information technology has made information/developmental ecology of Japanese high school students in S city more like those of comparable students living in Japan, that chatting activities in Japanese during lunch break at the supplementary school is critical for establishing cultural identity for Japanese high school students living in the U.S.

収録刊行物

  • コミュニケーション紀要

    コミュニケーション紀要 21, 1-34, 2010-03

    成城大学

各種コード

  • NII論文ID(NAID)
    110007640013
  • NII書誌ID(NCID)
    AN00012674
  • 本文言語コード
    JPN
  • 資料種別
    Departmental Bulletin Paper
  • 雑誌種別
    大学紀要
  • ISSN
    02887843
  • NDL 記事登録ID
    10668717
  • NDL 雑誌分類
    ZE1(社会・労働--社会科学・社会思想・社会学)
  • NDL 請求記号
    Z6-1735
  • データ提供元
    NDL  NII-ELS  IR 
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