AUTHORITARIAN VS. EGALITAREANISM
Asian American parents and their children experience conflicts due to difference in values. The article, "Korean American Adolescents Depressing and Parenting" by Eunjung Kim, discusses an issue about how there is an inconsistency in the values Korean American adolescents are exposed to at home and at school. For example, in Korean culture, obedience is of utmost importance. Also, another important fact to understand is that Koreans value wisdom gained from years of experience. Consequently, parents think that due to their age, they know what is best for their children and expect children to trust their intuition and listen to their advice. In Confucianism, communication between parents and children is supposed to be linear. Naturally, during discussions when children voice out their opinions or do not agree with the parents, the parents become very upset. They think that their children are being very disrespectful and rebellious. They see this as a form of rejection by their "Americanized" children.

Korean American adolescents face a dilemma. At school, where they learn American values, they are taught that being assertive and voicing one's opinions is a highly desirable quality. There is a sharp discrepancy between the two value systems. As Kim states, "normally accepted behaviors and norms in the American school setting are not favorable or acceptable at home this would cause conflict, which is linked to elevated depressive symptoms." This is a very serious problem, and it is important to address this issue to help bridge their differences to prevent depressive symptoms in the Korean American youth population.

According to Kim, health professionals or schools should provide programs that education parents about the importance of expressing maternal and paternal warmth. Although depressive symptoms may arise from difference in values, it is important that children are aware of the fact that their parents love them and are trying to act in their best interest. Showing affection through hugs, kisses, praise, and compliments will lead to a boost in confidence. Also, Korean American adolescents and their parents could build a relationship based on trust, faith, and love instead of resentment and frustration. This sense of support will decrease depressive symptoms. Also, it is important that both parents and their children are aware that conflicts that arise from differences in cultural values are an unavoidable consequence of migration. Kim states that it is essential that both parents and children understand that "living in two cultures has potential for creating conflicts. When they understand the differences, they are more likely to recognize sources and areas of conflicts and they can learn to negotiate and compromise with each other." Korean American community can get involved by providing brochures about such differences to schools and hospitals for dispersal.

FILIAL DUTY VS. PERSONAL DREAMS
A major recurring theme in Asian American immigrant families is the concept of filial duty and bringing honor to the family. Many second generation Asian Americans feel a sense of obligation to repay their parents who have sacrificed so much to build a new life for the family in the United States. In a culture that encourages age-hierarchical relations, children feel a great amount of pressure to live up to their parent's expectations. In the book, Leaving Deep Water: the Lives of Asian American Women at the Crossroads of Two Cultures, the author Clair S. Chow asserts that "children are to make choices that bring honor to the family, not that fulfill individual dreams. The culture is family centered, not child centered." For example, according to Chow, Asian American parents may desire that their child choose to study medicine not because she/he may have talent in the field but more so because having a doctor, which is a respectful, prestigious profession, will bring honor to the family. As a result, when the plans parents have for their children and the dreams the children have for themselves conflict, children must decide between pursuing their dreams at the expense of confronting the disapproval and disappointment from their parents and adhering to cultural values of filial piety at the cost of sacrificing their lifelong dreams.

Chow demonstrates that there is no simple resolution to this conflict. In the rearing process, parents instill their own values and beliefs in their children. Chow describes her thoughts on this issue; Sometimes, our parents' expectations and our own expectations are inseparable. How can I know if I am doing this for myself or for them? Perhaps what they want for me is so deeply embedded that it has, in a sense, become me. This kind of struggle, even this question itself would rarely be asked by a young woman living in traditional Asian society. But here, we seek answers in this dilemma.

Paula has achieved what many Asian parents dream for their children. She is a successful doctor in a private practice. She believes that she is doing what she wants to do. But the questions linger. (Chow 42)

In introducing Paula, the readers become conscious of the subtle nature of the intergenerational conflicts. It is interesting that Paula is confused about whether her parents' expectations have played a stronger role than her desire in making important, lifetime decisions. She asks herself, "Even if my parents were no longer alive, would I live my life differently? Or are these values so thoroughly ingrained in me that they have become an inseparable part of who I am?" (Chow 43) For Paula, it is more of an internal turmoil than an open confrontation with her parents. However, she realizes that this is something she has to deal with this situation as an Asian American woman raised by immigrant parents. Although she questions whether she has led her life according to her parent's design or whether her dreams and goals have contributed to the major decisions she has made in her life, it is clear in the text that she is not angry nor bitter.

BILINGUALISM AS A MODERATOR
Language barrier further exacerbates the intergenerational conflicts. In the paper Cultural Continuity as a Moderator of Intergenerational Conflict Among Korean Immigrants, B.C. Ben Park has conducted a research comparing intergeneration conflict versus language (Korean) competence. He measured parent-child conflict by asking how much the children agree with statements, such as, "My parents put too much pressure on me to do well in school", "My parents restrict my freedom too much", "I have had conflict with my parents in planning the future of my own life", and "I often feel emotional distance with my father or my mother". Then he correlated the results with how proficient these children were in the Korean language by asking them how well they speak, understand, and write Korean (Park 8). The results from the study conducted by Park shows that higher competence in the Korean language is associated with lower intergenerational conflict. With better control of the language, parents and children can communicate more effectively which will increase self expression and reduce the chances of miscommunication. Park states that "bilingualism serves as a preventative factor of conflict with immigrant parents." (Park 11)

ROLE AND STATUS CHANGES WITHIN THE FAMILY
I conducted an interview with SJ, a second-generation Korean American. Her parents immigrated to Southern California eighteen years ago when she was five years old. SJ's father started a garment business and SJ's mother opened a small Korean restaurant in Korea Town located in Los Angeles. SJ's parents had no relatives and friends in California and with their limited English skills along with limited social support, initially had a very difficult time with the transition. SJ is bilingual. During the interview, she expressed the role and status changes that occurred within her family.

In the research report Gender, Ethnicity, and Acculturation in Intergenerational Conflict of Asian American College Students by Ruth H. Gim Chung, the author describes how parent-child roles and power relations are affected. She states that "as children acculturate and acquire English fluency more rapidly than their parents, they often function as cultural brokers, being called onto at as translators, cultural experts, and even family representatives to the outside world." (Chung 377) Similarly, SJ'S family faced a similar situation. Her father who used to be an authoritative, confident independent figure transformed to a someone who had to rely on his daughter to make a phone call to the insurance company. SJ describes her experience:

It was very annoying to have to act as a translator for my parents all the time. I was only ten years old and even though I spoke English, I was not old enough to make calls to the insurance company, the bank, or the telephone company. I followed my mom to DMV because she needed a translator and was two hours late to my friend's birthday party. I remember how angry I was with my mom because I missed the birthday cake. My father needed my assistance when he visited the clinic because of the flu. He could not explain his signs and symptoms and needed me to explain to the doctor how he was feeling. I was annoyed because these were issues that my friends never experienced with their parents. Their parents took care of everything but my parents could not even make a phone call. When I complained, my mother used to say to me, 'We sacrificed so much for you to get a good education, and you can't even do this for me? No point putting all that to raise a daughter.' I always knew that in the end, I had to be the one to take care of the situation. SJ explained during the interview that although she grew up with the extra burden, she never thought that her life was difficult or stressful. She reflects on her childishness and feels regrets that she was so insensitive. She said that she can understand how helpless and incapable her father must have felt when he had to rely on this ten year old daughter for the simplest task. From a decision maker and head of the family, he now was helpless and incapable, unable to do anything on his own. However, SJ says that as she grew up, she began to understand her parents better.

In college I took a course on Asian American Studies and reading about families like me made me understand my parents better. I realized that the minor inconveniences I dealt with doing those errands were nothing compared to the blow I gave to their self-esteem and confidence.

It is clear from the interview that although while growing up, SJ experienced a conflict with her parents from a change in role and status within her family she was able to make amends through education. By becoming more aware of families like her, she was able to relate to her parents better. The fact that she is bilingual may have moderated the conflict, as effective communication is vital in resolving conflicts.

CONCLUSION
From their migration process, immigrant parents and their children face intergenerational conflicts due to difference in value and beliefs and language barriers. However, from my research I have discovered that communication, education, and mutual understanding can help resolve these conflicts. Parents and Americanized children should communicate more as this will help them understand each other. Studies show that when children are raised to be bilingual and retain their parents' language, it enhances communication and acts as a preventative measure to intergenerational conflict. It would be a great experience for children of immigrant parents who do not have a great amount of knowledge about their culture to visit their parents' home country. Learning about where their parents come from may help them understand their parents' values and beliefs. If visiting their home country is not a possibility, there are many courses are being offered at higher educational institutions. Educational programs can also be offered through schools and the community for parents. Parents should understand that because American values and their own values may be inconsistent so they understand that their children are not being disrespectful when they talk back. Both parents and children should know that communicating in a calm, open manner is a key to resolve conflict.

BIBLIOGRAPHY

Chung, Ruth H. Gim. "Gender, Ethnicity, and Acculturation in Intergenerational Conflict of Asian American College Students." Cultural Diversity and Ethnic Minority Psychology 7(2001): 376-386.

Choi , Yoonsun, Michael, He, and Tracy W, Harachi. "Intergenerational Cultural Dissonance, Parent-Child Conflict and Bonding, and Youth Problem Behaviors among Vietnamese and Cambodian Immigrant Families." J Youth Adolescence 10(208): 85-96.

Chow, Claire S. Leaving Deep Water. 1. New York: Penguin Group, 1999.

Kim, Eunjung. "Korean American Adolescent Depression and Parenting." JCAPN 21(2008): 105-115.

Lee , Richard., Jenny, Su., and Emiko, Yoshia. "Coping with Intergenerational Family Conflict among Asian American College Students." Journal of counseling psychology 52(2005): 389-399.

Meyers, Laurie. "Asian-American mental health." Monitor on Psychology 37(2006): 44.

Park, B. C. Ben. "Cultural Continuity as a Moderator of Intergenerational Conflict Among Korean Immigrants." American Sociological Association (2005): 1-21.

Sacchetti, Marria. "Immigrant parents struggle to keep their children bilingual." The Boston Globe. 22 July 2007. 1 Apr 2009 .

Tsai-Chae, Amy H., and Donna K, Nagata. "Asian Values and Perceptions of Intergenerational Family Conflict Among Asian American Students." Cultural Diversty and Ethnic Minority Psychology 14(2008): 205-214.

Yeung, Albert S., and Doris F, Chang. "Adjustment Disorder: Intergenerational Conflict in a Chinese Immigrant Family." Culture, Medicine and Psychiatry 26(2002): 509-525.