CULTURAL IDENTITY, WELL-BEING AND ACADEMIC PERFORMANCE OF YOUNG ADULTS FROM MIXED COUPLES IN QUEBEC
There are more and more mixed couples throughout Canada (Statistique Canada, 2014) and elsewhere in the world (Cooney et Radina, 2000; Kalmijn, 2010; Shih et Sanchez, 2005); however, research on mixed couples and their offspring is still scarce, and even more so in Quebec (Le Gall, 2003; Unterreiner, 2017). These studies generally portray a negative picture, emphasizing identity problems, mental health issues, behavioral and educational problems (Udry, Richard, Rose et Hendrickson-Smith, 2003; Unterreiner, 2011). This article addresses the cultural identity of these young adults, most of them born in Quebec, from one Quebec born parent and one immigrant parent, and its influence on their psychological well-being and academic performance. When these young adults adopt the integration style (Berry, 1980), valuing thus both parental cultures, they function well and seem to be no different from young adults of (both) Quebec born parents. On the other hand, a weak identification in the immigrant parent's culture seems to impact negatively on their psychological well-being.