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

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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.

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

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