Year of Award

2025

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

School Psychology

Department or School/College

Psychology

Committee Chair

Anisa Goforth

Commitee Members

Greg Machek, Leora Bar-el

Keywords

Subtractive Bilingualism, Emotional Well-Being, Bicultural Identity, Cultural Identity, Language Attrition

Subject Categories

Multicultural Psychology | School Psychology

Abstract

The effects of emotional well-being and cultural identity have been widely examined, yet little research has examined these outcomes among subtractive bilinguals. This study aimed to fill the gap in the literature by exploring the relationship between emotional well-being and bicultural identity among first- and second-generation immigrants in the United States who were identified as subtractive bilinguals and non-subtractive bilinguals. Subtractive bilinguals are defined as individuals who learn a second language (L2) while experiencing a decline in proficiency or usage of their heritage language (L1). Using self-report measures, 170 participants were recruited and completed an eligibility survey that included the CEFR language proficiency self-assessment and demographic questions. Those meeting inclusion criteria were automatically redirected to complete a questionnaire containing self-report measures of emotional wellbeing (PHQ-9) and the bicultural identity integration (BIIS-2). Results indicated no significant differences between subtractive and non-subtractive bilinguals in emotional well-being or bicultural identity, and no interaction effects based on generation status. Additional analyses were also conducted to explore whether the subcomponents of bicultural identity integration differed between groups. The discussion of results also includes implications for psychologists and other mental health professionals, limitations and future research.

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