Bicultural Identity Conflict: Supporting Children Growing Up Between Two Worlds
By Latisha Edwards, Allied Health Assistant/Neuro Tech, BPsych(Hons)
August, 2026
By Latisha Edwards, Allied Health Assistant/Neuro Tech, BPsych(Hons)
August, 2026
Two worlds. One child. Conflicting expectations. What if growing up between two cultures is not about choosing between them, but learning that there is space for both?
Introduction
‘Culture’ involves the system of values, beliefs, customs, and norms that are shared amongst a group of people (Kashima, 2019; Naik et al., 2023). It serves as the foundation of a society and plays a key role in influencing language, everyday behaviours and expectations, and how people view and engage with the world.
Children with multicultural backgrounds growing up in Australia are often navigating multiple cultures: one that is rooted in their family’s heritage, and the other which aligns with mainstream Australian society. This forms their bicultural identity.
At home, this group of children learn one way of understanding the world, shaped by the values and norms of their family’s culture. At school and in the broader community, they are introduced to different Western beliefs and perspectives associated with the more dominant Australian culture, which may not necessarily align with those formed at home (Diaz & Bui, 2017; Rabinovich & Morton, 2016). While this can be an enriching experience, it can also create unique challenges, particularly when it comes to developing their sense of belonging and nurturing their mental wellbeing (Rahim, 2025).
Children with multicultural backgrounds growing up in Australia are often navigating multiple cultures: one that is rooted in their family’s heritage, and the other which aligns with mainstream Australian society. This forms their bicultural identity.
At home, this group of children learn one way of understanding the world, shaped by the values and norms of their family’s culture. At school and in the broader community, they are introduced to different Western beliefs and perspectives associated with the more dominant Australian culture, which may not necessarily align with those formed at home (Diaz & Bui, 2017; Rabinovich & Morton, 2016). While this can be an enriching experience, it can also create unique challenges, particularly when it comes to developing their sense of belonging and nurturing their mental wellbeing (Rahim, 2025).
Sense of Belonging and Mental Wellbeing
Naturally, as humans, we have an innate desire to feel like we belong to something meaningful that is bigger than ourselves. This may include belonging to groups such as family, friends, a cultural community, religious congregations, recreational sports clubs…the list goes on. Essentially, how we behave is guided by our fundamental need to identify with others: to feel accepted, included, valued, and secure in our connections while being our true, authentic selves.
Research has established that a strong sense of belonging can be a protective factor against mental health challenges including links to a higher self-esteem, resilience, and confidence (e.g., Allen, 2020; Comănaru et al., 2017; Rahim, 2025). However, developing this sense of belonging can be a complex journey for children who identify as bicultural, as they are likely to receive contrasting messages communicated by their family and the broader community (e.g., teachers and peers). These messages may involve differing ideas about what behaviours are expected and accepted as the norm, what beliefs to hold about the world, and what is considered most important in life (Zhang et al., 2018; Vietze et al., 2018). Sound overwhelming? Such circumstances can understandably create a sense of confusion for children.
This confusion can be furthered as children from diverse backgrounds are also often learning to navigate different emotional languages. Emotional language refers to the verbal and non-verbal communication styles used to understand and express feelings. For example, within school environments that are largely informed by mainstream Western cultural norms, discussing mental health challenges may be more normalised. Children may learn that there is strength in vulnerability and therefore, be encouraged to openly express their emotions and seek help when needed. In contrast, within some non-Western cultural backgrounds, mental health challenges may be more stigmatised and understood as a ‘taboo’ topic of discussion. As a result, children may instead learn that strength is shown in quietly persevering through emotional challenges, protecting family privacy, and seeking support from family members or faith before turning elsewhere (Diaz & Bui, 2017).
It is important to recognise that neither perspective is inherently right or wrong. Rather, they are simply messages shaped by different cultural ideologies and lived experiences.
The sense of confusion created by these contrasting messages can have a significant impact on a child’s sense of belonging and the development of their cultural identity. Children may feel caught between two worlds: their family’s cultural heritage and Australian culture, leaving them with a sense that they do not fully belong in either community. Their experience of struggling to “fit in” to either cultural space may be built on feelings of shame around disappointing their family and a simultaneous fear of being misunderstood or excluded by their peers. In turn, this can influence how children perceive themselves, commonly linked to the thought that they are not “cultural enough” to be fully accepted within their family’s cultural community, or they are not “Australian enough” or are seen as an “other” by those in the broader Australian community.
In an effort to build a sense of belonging and connection to others, children may naturally adapt or switch how they speak, behave, and express themselves depending on their social environment (e.g. at home, at school, or with friends). This process, often referred to as ‘cultural frame-switching’ (Hong et al., 2000), can benefit bicultural children by helping them to navigate cultural norms and expectations across these environments, helping them to essentially ‘fit in’ to each space. As you can probably imagine, when children feel they must consistently suppress or conceal aspects of their identity to gain acceptance, this can take an immense toll on their sense of self and belonging, leaving them more vulnerable to experiencing mental health challenges such as anxiety, depression, and loneliness (Comănaru et al., 2017; Groen et al., 2018; Rahim, 2025). Over time, subconscious walls may rise, creating a significant barrier to children behaving authentically in their day to day lives and seeking help when they may need it.
Research has established that a strong sense of belonging can be a protective factor against mental health challenges including links to a higher self-esteem, resilience, and confidence (e.g., Allen, 2020; Comănaru et al., 2017; Rahim, 2025). However, developing this sense of belonging can be a complex journey for children who identify as bicultural, as they are likely to receive contrasting messages communicated by their family and the broader community (e.g., teachers and peers). These messages may involve differing ideas about what behaviours are expected and accepted as the norm, what beliefs to hold about the world, and what is considered most important in life (Zhang et al., 2018; Vietze et al., 2018). Sound overwhelming? Such circumstances can understandably create a sense of confusion for children.
This confusion can be furthered as children from diverse backgrounds are also often learning to navigate different emotional languages. Emotional language refers to the verbal and non-verbal communication styles used to understand and express feelings. For example, within school environments that are largely informed by mainstream Western cultural norms, discussing mental health challenges may be more normalised. Children may learn that there is strength in vulnerability and therefore, be encouraged to openly express their emotions and seek help when needed. In contrast, within some non-Western cultural backgrounds, mental health challenges may be more stigmatised and understood as a ‘taboo’ topic of discussion. As a result, children may instead learn that strength is shown in quietly persevering through emotional challenges, protecting family privacy, and seeking support from family members or faith before turning elsewhere (Diaz & Bui, 2017).
It is important to recognise that neither perspective is inherently right or wrong. Rather, they are simply messages shaped by different cultural ideologies and lived experiences.
The sense of confusion created by these contrasting messages can have a significant impact on a child’s sense of belonging and the development of their cultural identity. Children may feel caught between two worlds: their family’s cultural heritage and Australian culture, leaving them with a sense that they do not fully belong in either community. Their experience of struggling to “fit in” to either cultural space may be built on feelings of shame around disappointing their family and a simultaneous fear of being misunderstood or excluded by their peers. In turn, this can influence how children perceive themselves, commonly linked to the thought that they are not “cultural enough” to be fully accepted within their family’s cultural community, or they are not “Australian enough” or are seen as an “other” by those in the broader Australian community.
In an effort to build a sense of belonging and connection to others, children may naturally adapt or switch how they speak, behave, and express themselves depending on their social environment (e.g. at home, at school, or with friends). This process, often referred to as ‘cultural frame-switching’ (Hong et al., 2000), can benefit bicultural children by helping them to navigate cultural norms and expectations across these environments, helping them to essentially ‘fit in’ to each space. As you can probably imagine, when children feel they must consistently suppress or conceal aspects of their identity to gain acceptance, this can take an immense toll on their sense of self and belonging, leaving them more vulnerable to experiencing mental health challenges such as anxiety, depression, and loneliness (Comănaru et al., 2017; Groen et al., 2018; Rahim, 2025). Over time, subconscious walls may rise, creating a significant barrier to children behaving authentically in their day to day lives and seeking help when they may need it.
Bridging Two Worlds: Creating Space for Both Cultures & Helping Children Feel They Belong
Navigating a bicultural identity can be complex. There are many pieces to consider in this puzzle, but a simple place to start is by supporting your child to build confidence and a sense of belonging in both their cultural heritage and the broader Western society. Think: the goal is to create a bridge of understanding between the two cultures for your child.
As a parent, it is important to recognise the unique position your child is in, growing up within two cultural systems that offer different perspectives of how they should engage with and understand the world.
If your child is thriving in one cultural environment, it does not necessarily mean they are denying the other part of their cultural identity. It is important to steer them away from a mindset of needing to fit neatly into one environment. Rather, encourage their curiosity so they feel comfortable exploring their cultural heritage and the nuances of Australian culture. Doing so allows children to tap into their agency and discover what values, beliefs, and norms they personally see as strengths from each community. They can embrace and adopt these respective strengths to form their own unique relationship with both cultures, ultimately deepening their connection to each.
As a parent, it is important to recognise the unique position your child is in, growing up within two cultural systems that offer different perspectives of how they should engage with and understand the world.
If your child is thriving in one cultural environment, it does not necessarily mean they are denying the other part of their cultural identity. It is important to steer them away from a mindset of needing to fit neatly into one environment. Rather, encourage their curiosity so they feel comfortable exploring their cultural heritage and the nuances of Australian culture. Doing so allows children to tap into their agency and discover what values, beliefs, and norms they personally see as strengths from each community. They can embrace and adopt these respective strengths to form their own unique relationship with both cultures, ultimately deepening their connection to each.
How can you support your child as they discover these strengths for themselves?
Work towards building an understanding that multiple cultures can coexist (Berry, 1997). Providing this social support can help ease the tension your child may feel to choose between maintaining pride in their cultural heritage and the pressure of fitting into different societal norms (Diaz & Bui, 2017; Um, 2024). Nurture your child’s connection to their roots and pride in their heritage by sharing family stories, language, food, and celebrating cultural traditions. Be open to discussions about community and faith, and create opportunities for them to see their cultural heritage represented in Western media, books, and toys. Simultaneously, support your child’s friendships, interests, and involvement at school and in the broader community as a means to encourage them to explore and embrace all aspects of their cultural identity.
Taking these steps and normalising conversations about your child’s connectedness to both cultures supports a flow of important events:
Building bicultural confidence can become a larger challenge when children come from multicultural backgrounds. Not only are they navigating the differing norms and values between their heritage cultures and the dominant Western culture, but they are also working to understand the different norms between their cultures at home.
While this is some food for thought, in a more general sense, remember that developing a strong bicultural identity is not something parents do alone. It takes a village. Families, schools, teachers, friends, and communities all play an important role in helping children feel accepted, valued, and that they belong for being their true selves. When children learn that they do not have to choose between cultures, they discover an important lesson: every part of who they are belongs.
This is not an easy ‘one and done’ solution, rather it is a process as children will naturally learn and their perspectives and behaviours will change as they go through different periods of their life. Therefore, working to maintain a sense of belonging to both cultures provides a powerful foundation for their long-term mental wellbeing.
Taking these steps and normalising conversations about your child’s connectedness to both cultures supports a flow of important events:
- Creating an understanding and developing an acceptance of both cultures
- Helps children feel accepted and valued for who they are and allows them to be comfortable in their own skin
- This builds their sense of belonging in both communities and a coherent sense of self including their self-esteem, and confidence in their bicultural identity (Vietze et al., 2018)
- Forming this connectedness builds a foundation that protects their mental health (e.g., Kaya & Acar, 2025; Zhang et al., 2018)
- They are also better able to authentically express themselves which will create opportunities to form deeper, more meaningful connections to others, reducing barriers between cultures and to children seeking help when they need it
Building bicultural confidence can become a larger challenge when children come from multicultural backgrounds. Not only are they navigating the differing norms and values between their heritage cultures and the dominant Western culture, but they are also working to understand the different norms between their cultures at home.
While this is some food for thought, in a more general sense, remember that developing a strong bicultural identity is not something parents do alone. It takes a village. Families, schools, teachers, friends, and communities all play an important role in helping children feel accepted, valued, and that they belong for being their true selves. When children learn that they do not have to choose between cultures, they discover an important lesson: every part of who they are belongs.
This is not an easy ‘one and done’ solution, rather it is a process as children will naturally learn and their perspectives and behaviours will change as they go through different periods of their life. Therefore, working to maintain a sense of belonging to both cultures provides a powerful foundation for their long-term mental wellbeing.
References
Allen, K.-A. (2020). The Psychology of Belonging. https://doi.org/10.4324/9780429327681
Berry, J. W. (1997). Immigration, Acculturation, and Adaptation. Applied Psychology, 46(1), 5–34. https://doi.org/https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
Comănaru, R.-S., Noels, K. A., & Dewaele, J.-M. (2017). Bicultural identity orientation of immigrants to Canada. Journal of Multilingual and Multicultural Development, 39(6), 526–541. https://doi.org/10.1080/01434632.2017.1404069
Diaz, T., & Bui, N. H. (2016). Subjective Well-Being in Mexican and Mexican American Women: The Role of Acculturation, Ethnic Identity, Gender Roles, and Perceived Social Support. Journal of Happiness Studies, 18(2), 607–624. https://doi.org/10.1007/s10902-016-9741-1
Groen, S. P. N., Richters, A., Laban, C. J., & Devillé, W. L. J. M. (2018). Cultural Identity Among Afghan and Iraqi Traumatized Refugees: Towards a Conceptual Framework for Mental Health Care Professionals. Culture, Medicine, and Psychiatry, 42(1), 69–91. https://doi.org/10.1007/s11013-016-9514-7
Hong, Y., Morris, M. W., Chiu, C., & Benet-Martínez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), 709–720.
Kashima, Y. (2019). What Is Culture For? The Handbook of Culture and Psychology, 123–160. https://doi.org/10.1093/oso/9780190679743.003.0005
Kaya, S., & Acar, Z. (2025). The Influence of Cultural Identity on Mental Health in Ethnic Minority Youth. Journal of Adolescent and Youth Psychological Studies, 6(1), 117–126. https://doi.org/10.61838/kman.jayps.6.1.13
Naik, A. R., Baker, S., & Mohiyeddini, C. (2023). What is Culture? Frontiers for Young Minds, 11. https://doi.org/10.3389/frym.2023.1150335
Rabinovich, A., & Morton, T. A. (2015). Coping with Identity Conflict: Perceptions of Self as Flexible versus Fixed Moderate the Effect of Identity Conflict on Well-being. Self and Identity, 15(2), 224–244. https://doi.org/10.1080/15298868.2015.1117524
Rahim, H F 2025, 'Finding Home : Cultural Identity Conflict and Mental Health among Bicultural Young Adults', Doctor of Philosophy, Universiteit Utrecht. https://doi.org/10.33540/3041
Um, Y.-J. (2024). The Relationship between Bicultural Acceptance Attitude and Self-Esteem among Multicultural Adolescents: The Mediating Effects of Parental Support. International Journal of Environmental Research and Public Health, 21(9), 1175. https://doi.org/10.3390/ijerph21091175
Vietze, J., Juang, L. P., & Schachner, M. K. (2019). Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values. Intercultural Education, 30(5), 579–598. https://doi.org/10.1080/14675986.2019.1586213
Zhang, R., Noels, K. A., & Lalonde, R. N. (2018). Know Your Heritage: Exploring the Effects of Fit in Cultural Knowledge on Chinese Canadians’ Heritage Identification. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02100
Berry, J. W. (1997). Immigration, Acculturation, and Adaptation. Applied Psychology, 46(1), 5–34. https://doi.org/https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
Comănaru, R.-S., Noels, K. A., & Dewaele, J.-M. (2017). Bicultural identity orientation of immigrants to Canada. Journal of Multilingual and Multicultural Development, 39(6), 526–541. https://doi.org/10.1080/01434632.2017.1404069
Diaz, T., & Bui, N. H. (2016). Subjective Well-Being in Mexican and Mexican American Women: The Role of Acculturation, Ethnic Identity, Gender Roles, and Perceived Social Support. Journal of Happiness Studies, 18(2), 607–624. https://doi.org/10.1007/s10902-016-9741-1
Groen, S. P. N., Richters, A., Laban, C. J., & Devillé, W. L. J. M. (2018). Cultural Identity Among Afghan and Iraqi Traumatized Refugees: Towards a Conceptual Framework for Mental Health Care Professionals. Culture, Medicine, and Psychiatry, 42(1), 69–91. https://doi.org/10.1007/s11013-016-9514-7
Hong, Y., Morris, M. W., Chiu, C., & Benet-Martínez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), 709–720.
Kashima, Y. (2019). What Is Culture For? The Handbook of Culture and Psychology, 123–160. https://doi.org/10.1093/oso/9780190679743.003.0005
Kaya, S., & Acar, Z. (2025). The Influence of Cultural Identity on Mental Health in Ethnic Minority Youth. Journal of Adolescent and Youth Psychological Studies, 6(1), 117–126. https://doi.org/10.61838/kman.jayps.6.1.13
Naik, A. R., Baker, S., & Mohiyeddini, C. (2023). What is Culture? Frontiers for Young Minds, 11. https://doi.org/10.3389/frym.2023.1150335
Rabinovich, A., & Morton, T. A. (2015). Coping with Identity Conflict: Perceptions of Self as Flexible versus Fixed Moderate the Effect of Identity Conflict on Well-being. Self and Identity, 15(2), 224–244. https://doi.org/10.1080/15298868.2015.1117524
Rahim, H F 2025, 'Finding Home : Cultural Identity Conflict and Mental Health among Bicultural Young Adults', Doctor of Philosophy, Universiteit Utrecht. https://doi.org/10.33540/3041
Um, Y.-J. (2024). The Relationship between Bicultural Acceptance Attitude and Self-Esteem among Multicultural Adolescents: The Mediating Effects of Parental Support. International Journal of Environmental Research and Public Health, 21(9), 1175. https://doi.org/10.3390/ijerph21091175
Vietze, J., Juang, L. P., & Schachner, M. K. (2019). Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values. Intercultural Education, 30(5), 579–598. https://doi.org/10.1080/14675986.2019.1586213
Zhang, R., Noels, K. A., & Lalonde, R. N. (2018). Know Your Heritage: Exploring the Effects of Fit in Cultural Knowledge on Chinese Canadians’ Heritage Identification. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02100