Abstract
Using structural equation modeling, this study explored how social support (in and through music) and music self-perceptions affect the relationship between acculturation and acculturation outcomes (i.e., acculturative stress) in music classes. Psychological research has shown that the process of acculturation (adjustment to a new environment) determines psychological outcomes, such as acculturative stress. The relationship between acculturation and acculturation outcomes is affected by a number of mediator variables, such as social support and self-perceptions. However, no studies have addressed how the interplay of social support in and through music (from parents, peers, and teachers) and music -self-perceptions affects immigrant children’s psychological condition in formal learning environments. Questionnaire data were collected among immigrant students (N = 501) aged 6 to 11 from two Title I elementary schools in a large city in the Southeastern United States. Findings partially confirmed the research hypotheses. As expected, higher levels of American acculturation were related to less acculturative stress in music classes. Contrary to expectations, higher levels of Latino acculturation predicted higher levels of acculturative stress. In addition, music support and music self-perceptions mediated the relationship between American and Latino acculturation and acculturative stress in music classes. However, contrary to expectations, acculturative stress in music classes increased due to the combined effects of social support and self-perceptions. Overall, this study complemented the descriptive accounts of music education research by providing an explanatory perspective on acculturation and musical interactions across immigrant childhood. While focusing on the conditions of immigrant students, this study sheds light on the importance of designing intervention programs that foster immigrant children’s psychological adjustment in music classes.