You wake up, get ready for the day ahead, kiss your family goodbye, and linger at the door. You take a deep breath and prepare to move from one culture into another. As a graduate student in the world of mental health, your passion for this field has been led by your identity. You are presented with an assignment where you can create a working program in a chosen community, and you choose yours. You decided to tailor your assignment to your experience as a second-generation Mexican-American woman. As you submit your proposal on working with second-generation Mexican-American women in higher education, you’re met with a rejection that makes you doubt your place in the world. In a space where you believed diversity existed and your voice mattered, you’re told the way you identify doesn’t exist and is too complicated to understand.
You’ve lived with that identity for 20+ years, and it’s suddenly invalid! You gather your thoughts and conclude that the professor is speaking from a place of misinformation. You believe that if you voice where you’re coming from and how millions share this identity, they would then understand they are being wrong and dismissive. Without realizing the damage that was being done, they doubled down on their comment and cited the census. Thus, it erases you and what you’ve always known entirely. You sit and question who you are and where you belong. Even though your identity was questioned today, you are more determined to be a part of the change. This experience made you aware that the disparities are much broader than you anticipated, even in a space meant to foster curiosity and diversity, such as mental health. Today, you hold your culture closer and proudly represent it when the opportunity arises. Your parents have raised you to be proud of your roots and unapologetic. You are actively breaking down barriers, proudly taking spaces, and sharing your narrative.
We must listen to the voices of the people who make up the community.
What’s written in the books and censuses does not accurately represent the experience of second-generation Latine individuals. We are not a box to check; generalization is harmful. Our lived experience is important, and our struggles and identities being too difficult to understand or not present on a piece of paper can not excuse the invalidation of who we are. There is a lack of knowledge and curiosity about the lived experiences of 34% of the U.S. population, and this is problematic (Lopez et al., 2017). To improve this, we must listen to the voices of the people who make up the community (Foster-Frau & Paúl, 2022). Progress for this community will be reflected through an increase in research. We, as second-generation in the United States, are paving the way as we simultaneously figure out who we are and where we belong (Foster-Frau & Paúl, 2022).
For the purpose of this article, acculturation is defined as the process of integrating and adapting characteristics and values from the dominant culture in the host country. Enculturation is learning those characteristics and values from the individual’s culture of origin. Throughout literature, terms such as acculturation and enculturation have captivated researchers but have been challenging to test. Andronic and Constantin (2022) discuss that it is difficult to distinguish between them due to second-generation individuals having such early exposure to both the host and native culture. The research continues to perpetuate the population’s challenges and overlooks the community instead of working on a solution.
The term “assimilation” often appears in research that mentions second-generation Latine individuals. The definition of assimilation is the adoption of dominant cultural traits while rejecting those of one’s origin (Andronic & Constantin, 2022), oversimplifying the nuanced realities this diverse community faces. Existing research, such as that by Christmas and Barker (2014), assumes that second-generation individuals have limited exposure to their parent’s culture or dual identities. In taking the time to conduct this research, their findings reject that assumption and conclude that second-generation Latine individuals are exposed to dual cultures at a higher rate than that of their immigrant parents. Some in the community feel deeply assimilated, some struggle with the loss of their cultural heritage, while others continue to struggle to reconcile their dual identities. These experiences and lived realities are ignored and lack a well-rounded understanding; it’s more than just an oversight –it is a cycle of inequality. A measure created by Basanez et al. (2014) takes the parent-child relationship and acculturation levels into account but gives only half of the story. This is due to only testing the levels of conflict based on traditional topics within the household and not testing outside of the household. The study does not account for all the factors that influence the experience of a second-generation individual growing up in the United States. To obtain more accurate numbers of acculturation levels for a Latine child of immigrants, the researchers should also conduct the exam with an individual of American-born Anglo-Saxon descent and a Latine immigrant individual to test for the dual cultures that the second-generation American-born Latine is exposed to.
Research conducted with care and purpose will uncover the nuances of the second-generation Latine experience. Studies like that conducted by Hoff and Shanks (2024) are done so with depth and shed light on the impact of language on this population’s approach to socialization and identity formation. The findings in the study reveal how the Spanish language shapes the interactions between mothers and daughters, allowing an understanding of this population’s communication patterns and identity development. From a young age, we are taught to be respectful listeners; we are ingrained with a deep value of community and empathy just from language. However, these findings can only speak for a small portion of the population. Investing in research tailored to our experiences is not just for the benefit of higher education; it is a pathway to understanding. By gaining insight into the intricacies of our culture, society can better comprehend our needs, aspirations, and contributions.
Growth for this population could look like the empowerment of individual narratives, meaning that second-generation individuals would feel validated and comfortable taking up space. At a community level, increased funding for resources can be allocated. An increase in conversations at the community level can lead to support networks and exposure to the varying experiences that make up this community. Alongside increasing resources comes the opportunity to position individuals in this population in roles of higher education, leading to career advancement and potentially improving health outcomes. Through amplifying individuals encompassing this population, systemic change could one day be possible, disparities can be addressed, and inclusivity can increase. Unfortunately, these possibilities are only assumptions as the limited and inaccurate research does not allow the authors to prove these changes possible. However, this instance is the perfect opportunity for the voices of those who comprise this population to be heard (Foster-Frau & Paúl, 2022). As two people who are a part of this community, we are urging others to have a collective curiosity to explore the possibility of change and, hopefully, one day, work towards enacting it.
Some professionals in the field are pushing for a change toward listening to therapists with lived experiences in these marginalized communities. Marriage and family therapists are uniquely qualified to support second-generation individuals in the therapeutic space. The systemic approach and tools, such as a genogram, allow MFTs to understand the influences surrounding an individual across various levels, ranging from the immediate family to the broader societal context. In the very nature of their work, they gain insight into nuances that other mental health professionals might overlook. Marich (2023) emphasizes how damaging the incorrect depictions in these communities can be and that it should remind us that the battle must still be fought to squash these different narratives within the field. As both a therapist and an individual who has dissociative identity disorder, Marich recognizes the importance of stepping away from textbooks and the world of television, as these are mainly based on stereotypes. As therapists, we will do our best work when we engage in healing for ourselves and not just focus on being the hero for our clients (Marich, 2023). Other therapists like Dr. Jennifer Mullen advocate changing our approach from the roots. Her work focuses on systemic change and shifts our understanding towards unseen experiences and promotes healing (Mullan, 2023). These are only some examples of those who advocate for a personalized perspective and lived experience to lead the path toward change.
Without a true understanding of this population’s identity formation, a cycle of inequality and exclusion will always be present.
In current research, there is a significant gap in the lived experience of second-generation individuals that affects how the system approaches care. The terminology of enculturation, acculturation, and assimilation is used in a way that overgeneralizes and creates false narratives. Without a true understanding of this population’s identity formation, a cycle of inequality and exclusion will always be present. A systemic approach on this population would encompass the several sectors that make up a second-generation individual; it is important to go beyond the surface level or assumptions based on where someone was born. If change were present for this population, it would positively affect the individual community and at a systemic level. Give people within the community the space to express their experiences without assuming you know what it’s like and what the correct terminology is. Allow yourself to be wrong and willing to learn from those within the community. Be curious about how experiences shape an individual and what they bring to the table. Listen to the voices of those who make up the community since only through those voices can change be enacted.
Actionable steps therapists can take towards increasing awareness
- Introduce this conversation and advocate for research
- Take responsibility for your part in the oversight of these gaps
- Do self of the therapist work through workshops, conventions, and personal research
Julie Payne, DMFT, LMFT, is an AAMFT Professional member holding the Clinical Fellow and Approved Supervisor designations and a Clinical Assistant Professor at Chapman University in the Marriage and Family Therapy Program. She has over 17 years of clinical experience working in community-based mental health and private practice settings. Dr. Payne is currently licensed and practicing in California and Texas specializing in working with families and individuals living with chronic illness/pain, military families, children and adolescents, and trauma.
Kassandra Miranda, is a 2nd year MFT student at Chapman University and an MFT trainee. She is a second-generation Mexican-American female who strives to be a therapist offering a safe space where individuals can feel heard and gain the tools to confront challenges. She wants to address the conversation on how therapy can be approached to benefit the unique needs of Latine individuals. Through her advocacy and compassionate care, she wants to empower her clients to integrate cultural values and traditions into therapy that honor their cultural backgrounds. In doing this, she hopes to take a step towards ending the stigma surrounding therapy both within her community and beyond.
Alejandra Ochoa, is a 2nd year MFT student at Chapman University and an MFT trainee. As a second-generation Mexican-American woman, her culture and identity serve as motivators in her journey to become a therapist. She is driven by the desire to give back to her community, hoping that others can find reflections of themselves in her and, in turn, feel inspired to embark on their own paths of self-discovery and generational healing. With each step forward in her career, she becomes increasingly aware of the privilege she holds. She firmly believes that this privilege must be leveraged to dismantle barriers and uplift those who have been marginalized. Her biggest goal is to reshape the narrative, ensuring that essential services reach the ignored and forgotten voices within our society. Even if she can positively impact just one person’s life, she will consider that a success.
Andronic, A. M. T., & Constantin, T. (2022). Migrant Acculturation: A Multidimensional Review. Journal of Identity & Migration Studies, 16(2), 2–23. https://doi.org/10.1177/0165025412448605
Christine N. Christmas, & Gina G. Barker. (2014). The immigrant experience: differences in acculturation, intercultural sensitivity, and cognitive flexibility between the first and second generation of Latino immigrants. Journal of International and Intercultural Communication, 7, 238–257. https://doi.org/10.1080/17513057.2014.929202
Basáñez, T., Dennis, J. M., Crano, W. D., Stacy, A. W., & Unger, J. B. (2014). Measuring acculturation gap conflicts among Hispanics: Implications for psychosocial and academic adjustment. Journal of Family Issues, 35(13), 1727–1753. https://doi.org/10.1177/0192513X13477379
Foster-Frau , S., & Paúl, M. L. (2022). Growing up Latino. The Washington Post.
Hoff, E., & Shanks, K. F. (2024). Mother–child conversations of Latina immigrant and U.S.-born mothers in the United States. Journal of Cross-Cultural Psychology, 55(1), 74–94. https://doi-org.chapman.idm.oclc.org/10.1177/00220221231212420
Lopez, M. H., Gonzalez-Barrera, A., & Lopez, G. (2017, December 20). Hispanic identity fades across generations as immigrant connections fall away. Pew Research Center. https://www.pewresearch.org/race-and-ethnicity/2017/12/20/hispanic-identity-fades-across-generations-as-immigrant-connections-fall-away/#:~:text=Some%20U.S.%2Dborn%20Latinos%20have,the%20third%20or%20higher%20generation.
Marich, J. (2023). I have multiple distinct dissociative identities — and it’s nothing like what you’ve seen on tv. HuffPost.
Mullan, J. (2023). Decolonizing therapy oppression, historical trauma, and politicizing your practice. W.W. Norton and Company.
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