Generation American

Cliona Piligan | April 9, 2024 | The spring supplemental

Stanton College Preparatory School is a melting pot of unique cultures. However, such diversity may not have been possible without the journeys of several families who migrated to the United States. Growing up, students learn to find a balance between acknowledging their cultural identity and nationality as American citizens. As the Devil's Advocate examines the experience of student immigrants through seniors Glenda Bong, Bethlehem Bassa, and Joshua Yllanes, the concepts of culture shock to intergenerational differences and ways of upholding one's cultural heritage are touched on. 

The terms first-generation and second-generation are sometimes used interchangeably. To clarify the difference, the United States Census Bureau defines first-generation immigrants as foreign-born and moving to the U.S. to become citizens. Second-generation immigrants, on the other hand, are born in the U.S. or U.S. territories such as Puerto Rico, Guam, Northern Mariana Islands, or the U.S. Virgin Islands to immigrant parents. In the case of third-generation immigrants, a person would be the grandchild of foreign-born immigrants. Senior Bethlehem Bassa is an example of a first-generation immigrant, being born in Ethiopia before her family moved to the U.S. Seniors Glenda Bong and Joshua Yllanes on the other hand a had previous generation in the U.S. become citizens; Bong is second-generation and Yllanes is third-generation.

"I'm [a] third-generation [immigrant]. My grandpa is [a] first-generation [immigrant] from Peru," said Yllanes.

Upon moving to the U.S., newcomers are exposed to a new culture that differs from their home country. However, people may experience feelings of uncertainty or confusion when moving abroad. According to the Association of International Educators, anthropologist Cora DuBois used "culture shock" in 1951 to explain anthropologists' temporary discomfort when learning foreign cultures. Then, in 1954, anthropologist Kalvero Oberg expanded on culture shock to describe the same phenomenon to people who travel abroad. Signs of cultural shock can vary from homesickness to isolation. Being a first-generation immigrant, Bassa recalled setbacks in making friends and learning English upon arriving in the U.S. from Ethiopia. 

"As a first-generation immigrant, experiencing culture shock and language barriers [were] challenging," said Bassa. "Building friendships may take time, but it often happens through shared experiences and mutual understanding." 

Along with language barriers and finding new friends, Bassa noticed a difference between American and Ethiopian cultures. Deshan Mendis, a writer for Shorelight, wrote an article in 2023 regarding American culture. Though the country has a myriad of cultures, individualism is seen as a common trait among people. Conversely, Ethiopian culture intertwines familial relationships and religion in its culture.

"Ethiopian culture often strongly emphasizes family and community ties," said Bassa. "Religion [also] plays a significant role in Ethiopian culture, with Christianity, especially the Ethiopian Orthodox Twahedo Church, being dominant." 

Though cultural assimilation can assist immigrants like Bassa in adapting to the values and ideas of a nation's majority group, there are still instances of judgment towards immigrant students. Yllanes, for example, recalled a student calling him names in third grade.

"He called me a kid from Afghanistan," said Yllanes. "I'm not even Arabic. [Afghanistan] is not even remotely close to Peru." 

While adjusting to a country's customs and name-calling are situations immigrants may face growing up, intergenerational differences between younger and older relatives sometimes occur. As a second-generation Chinese American immigrant, Bong recognized the contrast she had with her parents regarding mental health. A stigma in her family, Bong's parents had difficulty understanding why people who do not live in hardship still face issues with mental health. 

"My parents grew up in poverty and always worried about their next meal or whether they made enough money for the day," said Bong. "So, they do not see why people who always have food on the table and a roof over their heads are unhappy."  

However, talking to her parents about mental health has helped them become more understanding over time. As for Yllanes, spending time with his grandparents helps him understand more about life in Peru. 

"My grandma tells me stories about her family in the rainforest region in Peru," said Yllanes. 

Despite the challenges Bassa, Bong, and Yllanes experienced as student immigrants, these incidents did not deter the seniors' bond with their family's culture. All three students are fluent in another language besides English, allowing them to retain their cultural identity with relatives. Bassa speaks Amharic and Wolaytigna, making English her third language. Yllanes and Bong are also bilingual, speaking a different language at home and English at school.

"I grew up learning English first, but now, with the help of my family, I can speak Spanish a lot better," said Yllanes. 

Bong, who takes Mandarin courses through Stanton's International Baccalaureate curriculum, remains fluent by reading and speaking the language outside school.

"I read Chinese manhua in my free time to practice my Mandarin or play and make sure the audio is Mandarin in Chinese games," said Bong.

In addition to language, food and drink share cultural importance with an individual. By eating their parents' cooking or making the food themselves, the seniors find time to spend with family while learning more about their culture.

"Injera, a sourdough flatbread, is a staple food, often served with various stews and vegetable dishes," said Bassa. "Coffee also holds significant cultural importance in Ethiopia. The Ethiopian coffee ceremony is a traditional ritual involving the roasting, grinding, and brewing of coffee beans." 

Bong also mentioned how she prefers her parents' homemade cooking for her school lunches. At home, Bong's family makes Chinese food daily. 

"I much preferred the sushi my dad would make for me," said Bong. “My peers sometimes said some racist things, like making fun of my food for being different." 

According to the three, Stanton's diverse student body has helped students find peers from similar cultural backgrounds. Bong, an active member of the National Chinese Honor Society and Chinese Club at Stanton, has made several friends who relate to her through culture, hobbies, and language. 

"Honestly, meeting people who share my culture is great. You have something extra special to bond over," said Bong. "I can ask my friends if they have watched a Chinese show or played a Chinese game, and they know exactly what I'm talking about."  

After school, Yllanes attends Spanish Club to improve his Spanish and meet up with friends. 

"Spanish Club is special to me because it shows that people are aware of cultures like mine and learn the language well," says Yllanes. 

Though they have spent most of their lives in the United States, all three seniors found ways of preserving their family's culture through language, holiday celebrations, and spending time with relatives. Stanton's multicultural student body has also presented opportunities for student immigrants to share their experiences with people with the same background. Students like Yllanes, Bassa, and Bong can share a similar sentiment among their peers as they learn to acknowledge their American and cultural identities over time.