Prioritising Family Needs: A Grounded Theory of Acculturation for Sub-Saharan African Migrant Families in Australia
2. Materials and Methods
2.1. Study Setting and Participants
2.3. Data Collection
2.4. Data Analysis
2.5. Data Trustworthiness
3.1. Participants’ Characteristics
3.2. Open, Axial and Selective Coding
3.3. Maintaining Core Moral Values
3.3.1. Family Relationships
3.3.2. Societal Expectations
“… but for our house, we make sure we maintain the culture, like the kids have respect just like back home, when my mummy and daddy are speaking, you just listen, and we just listen, my kids, they don’t argue when we talk. So we still have that culture as well, and we want to keep that culture”(Sara, P).
“Yes, that’s not the way here but these kids are from my culture, I need to impress on them that this is what we do. …when I see my child not respecting an older person, I cannot let that go. I have to stop them and say, look, that’s an older person, they need your respect and they need to know.”(Celeste, P).
3.3.3. Cultural Norms
3.4. Attaining a Sense of Belonging
“…To be honest, it was helpful for me. When I decided to get involved with the church, I went to youth group meetings on Fridays. Once I was able to immerse myself in that, I started to enjoy it, made friends at church and I integrated with the way of life here [in Australia]”(Cathy, Y).
3.4.2. Socio-Economic Gains
“I think you find that at home (in Africa) the work relationship was more vertical …and here it’s more horizontal… you need to see people more as equal fellows… here everybody has their say, and I think if you fail to accept that, then it becomes very hard to assimilate”(Jude, P).
3.4.3. Educational Value
“…I think my parents are just focused on one thing when it comes to career stuff! …they like you to go and do something they like. …and it’s like they have a closed mind… Parents need to open their minds… and dialogue with their children and find out what kids want to do when they grow up.”(Angela, Y).
“…my parents sent me to school, thinking I will do what they wanted me to do. They wished I became a teacher like one of my aunts …that was the path they wanted me to take! But it was not my passion. There was a misunderstanding between my parents and myself when I chose to go into nursing! They told me you should do education! I told them, ‘mum, dad, I can’t do that! I am going to do what I want.’ …this misunderstanding lasted for years, until when I started working and earned good money. Then they said … ‘that’s good!’”(Seth, Y).
4.1. Implications for Acculturation Theory
4.2. Strengths and Limitations of the Study
Conflicts of Interest
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|Family ID||Family Composition||# of Persons in Family||Entry Status||Level of Education (Father)||Level of Education (Mother)||Length of Residency|
|1||Parents and Child||3||Humanitarian||Secondary||Secondary||8 years|
|2||Parents and Child||3||Humanitarian||Secondary||Primary||1 year|
|3||Parent and Child||2||Humanitarian||-||Secondary||6 years|
|4||Parents and Child||3||Humanitarian||Tertiary||Secondary||2 years|
|5||Parent and Child||3||Professional||Tertiary||-||17 years|
|6||Parents and Children||4||Humanitarian||Tertiary||Primary||4 years|
|7||Parent and Child||2||Humanitarian||Tertiary||-||5 years|
|8||Parent and Children||3||Professional||Tertiary||-||12 years|
|9||Parent and Child||2||Professional||Tertiary||-||12 years|
|11||Parents and Child||3||Professional||Tertiary||Tertiary||6 years|
|12||Parents and Child||3||Professional||Tertiary||Tertiary||11 years|
|13||Parent and Child||2||Humanitarian||Secondary||-||4 years|
|14||Parent and Child||2||Humanitarian||Tertiary||-||8 years|
|15||Parent and Child||2||Professional||Tertiary||-||13 years|
|16||Parent and Child||2||Humanitarian||Secondary||-||6 years|
|17||Parent and Children||3||Professional||-||Tertiary||6 years|
|18||Parent and Children||3||Professional||Tertiary||-||6 years|
|19||Parent and Child||2||Professional||Tertiary||-||7 years|
|20||Parent and Child||2||Professional||Tertiary||-||13 years|
|21||Parent and Child||2||Professional||Tertiary||-||31 years|
|22||Parent and Children||4||Professional||-||Tertiary||8 years|
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Akosah-Twumasi, P.; Alele, F.; Smith, A.M.; Emeto, T.I.; Lindsay, D.; Tsey, K.; Malau-Aduli, B.S. Prioritising Family Needs: A Grounded Theory of Acculturation for Sub-Saharan African Migrant Families in Australia. Soc. Sci. 2020, 9, 17. https://doi.org/10.3390/socsci9020017
Akosah-Twumasi P, Alele F, Smith AM, Emeto TI, Lindsay D, Tsey K, Malau-Aduli BS. Prioritising Family Needs: A Grounded Theory of Acculturation for Sub-Saharan African Migrant Families in Australia. Social Sciences. 2020; 9(2):17. https://doi.org/10.3390/socsci9020017Chicago/Turabian Style
Akosah-Twumasi, Peter, Faith Alele, Amy M. Smith, Theophilus I. Emeto, Daniel Lindsay, Komla Tsey, and Bunmi S. Malau-Aduli. 2020. "Prioritising Family Needs: A Grounded Theory of Acculturation for Sub-Saharan African Migrant Families in Australia" Social Sciences 9, no. 2: 17. https://doi.org/10.3390/socsci9020017