research paper topics about gadgets

An overview of backbone technology behind the latest advanced gadgets in use: 4G & 5G

• Published: 23 August 2022
• Volume 31 , pages 15–26, ( 2023 )

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• Ranjan Mishra   ORCID: orcid.org/0000-0002-7360-2227 1  

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Technology has a significant impact on human behavior. Wireless technology has changed business, living conditions, infrastructure, and many other aspects of human life. Mankind is constantly attempting to come up with attractive solutions to many problems and seeking new methods to progress. With growing humankind’s ambition, wireless technology has developed from 1G to 5G. This evolution, on the other hand, has not slowed down. In this paper, discussion is given about the technologies that form a part of 4G and 5G communication. In addition, the paper highlights the review of the technologies implemented for 4G and 5G mobile networks. Cellular networks have grown and improved immensely in recent years, in terms of customers, data speeds, outreached and other aspects. In both 4G and 5G technology, the mobile consumer has taken precedence above all others. The objective of this paper is to provide a comprehensive review of the essential enabling technologies for 4G and 5G, and a variation between these for its versatility and connectivity.

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There is no financial aid received for this work. The author want to thank Head, Electrical Cluster, UPES for the moral support and motivation.

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Mishra, R. An overview of backbone technology behind the latest advanced gadgets in use: 4G & 5G. Spat. Inf. Res. 31 , 15–26 (2023). https://doi.org/10.1007/s41324-022-00474-1

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Received : 07 March 2022

Revised : 29 July 2022

Accepted : 31 July 2022

Published : 23 August 2022

Issue Date : February 2023

DOI : https://doi.org/10.1007/s41324-022-00474-1

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The Impact of Gadgets to the Academic Performance of Grade 12 ABM Students in Bestlink College of the Philippines, School Year 2018-2019

• Jomel D.R. Carmen
• Thea Mae Escaṅo
• Aira Hernandez
• Shane Maurice Claire P. Mongaya
• Jacque Ramos
• Crystel-Joy S. Tamon

Using gadgets becomes common and vital to all people anywhere and anytime now. Many people are using gadgets as part of their daily lives. Even in academics, students use gadgets to expedite the things they need to finish in connection with their school works and other compliance. This study is focused on Grade 12 ABM students in BestlinkCollege of the Philippines who use gadgets like mobile phones, computers, laptops, and any other forms of gadgets in their academic activities. This study aims to assess the impact of using gadgets on the academic performance of grade 12 ABM students, whether these are negative or positive effects. A qualitative method was used in the study. Using the descriptive research design, it focused on the assessment of the impact of using gadgets in the academic performance of grade 12 ABM students. There were four academic variables identified such as Attendance, Activities, Homeworks, and Projects. The data were collected by distributing questionnaires to the target respondents. The results of the study revealed that using gadgets affect the Academic PerformanceGrade 12 Accountancy, Business, and Management students in terms of these variables: (1) Attendance –gadgets assist students to wake up early and report on or ahead of time in school. (2) Activities –using gadgets like laptops helps the students their research papers and other research activities. (3) Homework –gadgets help search for information required in the student's assignment. (4) Project –using gadgets in doing projects helps the students become more productive and produce well-done output. The results of the study revealed that using gadgets positively affect the academic performance of Grade 12 ABM students. Gadgets help the students do their homework and projects. It also serves as an alarm clock or reminder for all the things and tasks needed to be submitted and finished on time. There is a need for the school, with the help of teachers and parents, to guide the students in the proper use of gadgets in their academics so that it cannot affect their academic excellence negatively. 

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Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
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• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
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• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
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• Which types of juvenile punishment have proven most effective at preventing future crimes?
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• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

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Research reveals language barriers limit effectiveness of cybersecurity resources

by University of South Florida

The idea for Fawn Ngo's latest research came from a television interview. Ngo, a University of South Florida criminologist, had spoken with a Vietnamese language network in California about her interest in better understanding how people become victims of cybercrime. Afterward, she began receiving phone calls from viewers recounting their own experiences of victimization.

"Some of the stories were unfortunate and heartbreaking," said Ngo, an associate professor in the USF College of Behavioral and Community Sciences. "They made me wonder about the availability and accessibility of cybersecurity information and resources for non-English speakers. Upon investigating further, I discovered that such information and resources were either limited or nonexistent."

The result is what's believed to be the first study to explore the links among demographic characteristics, cyber hygiene practices and cyber victimization using a sample of limited English proficiency internet users .

Ngo is the lead author of an article titled "Cyber Hygiene and Cyber Victimization Among Limited English Proficiency (LEP) Internet Users: A Mixed-Method Study," published in the journal Victims & Offenders . The article's co-authors are Katherine Holman, a USF graduate student and former Georgia state prosecutor, and Anurag Agarwal, professor of information systems, analytics and supply chain at Florida Gulf Coast University.

Their research, which focused on Spanish and Vietnamese speakers, led to two closely connected main takeaways:

• LEP Internet users share the same concern about cyber threats and the same desire for online safety as any other individual. However, they are constrained by a lack of culturally and linguistically appropriate resources, which also hampers accurate collection of cyber victimization data among vulnerable populations.
• Online guidance that provides the most effective educational tools and reporting forms is only available in English. The most notable example is the website for the Internet Crime Complaint Center, which serves as the FBI's primary apparatus for combating cybercrime.

As a result, the study showed that many well-intentioned LEP users still engage in risky online behaviors like using unsecured networks and sharing passwords. For example, only 29% of the study's focus group participants avoided using public Wi-Fi over the previous 12 months, and only 17% said they had antivirus software installed on their digital devices .

Previous research cited in Ngo's paper has shown that underserved populations exhibit poorer cybersecurity knowledge and outcomes, most commonly in the form of computer viruses and hacked accounts, including social media accounts. Often, it's because they lack awareness and understanding and isn't a result of disinterest, Ngo said.

"According to cybersecurity experts, humans are the weakest link in the chain of cybersecurity," Ngo said. "If we want to secure our digital borders, we must ensure that every member in society, regardless of their language skills , is well-informed about the risks inherent in the cyber world."

The study's findings point to a need for providing cyber hygiene information and resources in multiple formats, including visual aids and audio guides, to accommodate diverse literacy levels within LEP communities, Ngo said. She added that further research is needed to address the current security gap and ensure equitable access to cybersecurity resources for all Internet users.

In the meantime, Ngo is preparing to launch a website with cybersecurity information and resources in different languages and a link to report victimization.

"It's my hope that cybersecurity information and resources will become as readily accessible in other languages as other vital information, such as information related to health and safety," Ngo said. "I also want LEP victims to be included in national data and statistics on cybercrime and their experiences accurately represented and addressed in cybersecurity initiatives."

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Susan Devlin

I tried the new Google. Its answers are worse.

Google’s ai-‘supercharged’ search generative experience, or sge, sometimes makes up facts, misinterprets questions and picks low-quality sources — even after nearly 11 months of public testing..

Have you heard about the new Google ? They “ supercharged ” it with artificial intelligence. Somehow, that also made it dumber.

With the regular old Google, I can ask, “What’s Mark Zuckerberg’s net worth?” and a reasonable answer pops up: “169.8 billion USD.”

Now let’s ask the same question with the “experimental” new version of Google search. Its AI responds: Zuckerberg’s net worth is “$46.24 per hour, or $96,169 per year. This is equivalent to $8,014 per month, $1,849 per week, and $230.6 million per day.”

Um, none of those numbers add up.

Google acting dumb matters because its AI is headed to your searches sooner or later . The company has already been testing this new Google — dubbed Search Generative Experience, or SGE — with volunteers for nearly 11 months, and recently started showing AI answers in the main Google results even for people who have not opted in to the test .

Should you trust that AI?

The new Google can do some useful things. But as you’ll see, it sometimes also makes up facts, misinterprets questions, delivers out-of-date information and just generally blathers on. Even worse, researchers are finding the AI often elevates lower-quality sites as reliable sources of information.

Normally, I wouldn’t review a product that isn’t finished. But this test of Google’s future has been going on for nearly a year, and the choices being made now will influence how billions of people get information. At stake is also a core idea behind the current AI frenzy: that the tech can replace the need to research things ourselves by just giving us answers. If a company with the money and computing power of Google can’t make it work, who can?

SGE merges the search engine you know with the capabilities of a chatbot. On top of traditional results, SGE writes out direct answers to queries, interspersed with links to dig deeper.

Geoffrey A. Fowler

SGE is a response to the reality that some people, including me, are starting to turn to AI like ChatGPT for more complex questions or when we don’t feel like reading a bunch of different sites. Onely , a search optimization firm, estimates that using SGE can make a user’s overall research journey 10 to 20 times shorter by assembling pros and cons, prices and other information into one place.

An all-knowing answer bot sounds useful given our shrinking attention spans. But Google has a lot to work out. We expect searches to be fast, yet Google’s AI answers take a painful second or two to generate. Google has to balance the already-fragile economy of the web, where its AI answers can steal traffic from publishers who do the expensive and hard work of actually researching things.

And most of all, the new Google has to deliver on the promise that it can consistently and correctly answer our questions. That’s where I focused my testing — and kept finding examples where the AI-supercharged Google did worse than its predecessor.

Putting Google’s AI answers to the test

Often when you’re Googling, what you really want is a short bit of information or a link. On a day-to-day basis, the new Google is often annoying because its AI is so darned chatty.

A goofy example: “What do Transformers eat?”

The AI answer told me that fictional robots don’t really need to eat or drink, though they need some kind of fuel. Meanwhile, old Google had the one-word answer I was looking for: Energon. (It’s a kind of magical fuel.) You got that answer from new Google only by scrolling down the page.

This doesn’t just happen with alien robots. When SE Ranking, a firm dedicated to search engine optimization, tested SGE with 100,000 keyword queries, it found the average answer it generated was 3,485 characters — or roughly a third as long as this column. One of Google’s challenges is figuring out when its AI is better off just keeping quiet; sometimes, SGE asks you to press a “generate” button before it will write out an answer.

Most of all, when we search, we expect correct information. Google claims SGE has a leg up on ChatGPT because its knowledge is up-to-date.

Yet I found the new Google still struggled with recent affairs. Three days after the most recent Academy Awards, I searched for “Oscars 2024.” It told me the Oscars were still to come and listed some nominees.

And nothing undermined my trust in Google’s AI answers more than watching it confidently make stuff up.

That includes facts about yours truly. I asked it about an award-winning series I wrote for The Washington Post, and it attributed it to some stranger — and then gave a link to some other website.

Then there was the time SGE all too happily made up information about something that doesn’t even exist. I asked about a San Francisco restaurant called Danny’s Dan Dan Noodles, and it told me it has “crazy wait times” and described its food.

The problem is that this is an imaginary shop I named after my favorite Chinese dish. Google’s AI had no problem inventing information about it.

So-called hallucinations about real and fake topics are a known problem with current AI. A disclaimer above SGE results says, “Generative AI is experimental,” but that doesn’t solve the problem. Google needs to figure out how to say “I don’t know” when it isn’t confident.

Suspect sources

To give us answers to everything, Google’s AI has to decide which sources are reliable. I’m not very confident about its judgment.

Remember our bonkers result on Zuckerberg’s net worth? A professional researcher — and also regular old Google — might suggest checking the billionaires list from Forbes . Google’s AI answer relied on a very weird ZipRecruiter page for “Mark Zuckerberg Jobs,” a thing that does not exist.

In my tests, suspect sources were a pattern. At the suggestion of Onely, I asked the new Google which was more reliable: Apple iPhones or Samsung phones. As a longtime reviewer, I could tell you lots of good sources of information on this, including professional journalists and repair organizations like iFixit.

Instead, the AI cites random views of people pulled from social media. Beyond the limited usefulness of a single Reddit user’s experience, how does Google know that it wasn’t a fake review posted by the phone maker?

“Google SGE plays by a different set of rules compared to the traditional search engine we know today,” said Tomek Rudzki, Onely’s head of research and development.

SEO firms have been trying to do quantitative studies of SGE’s values, though they’re limited by Google’s requirements on test accounts. But they’ve found a similar pattern in the disconnect between the sitesthat the old and new Google link to. SEO software company Authoritas tested searches with a thousand shopping terms in late March, and found that 77 percent of the time, the domain of the No. 1 traditional search result showed up nowhere in the AI-written answer.

And in its study of 100,000 keyword searches, SE Ranking found that question-and-answer service Quora is the most-linked source by SGE; LinkedIn and Reddit were fifth and sixth. How often would those sources be acceptable on an eighth-grade term paper?

On searches about tech topics — including lots of “how to” questions — SE Ranking found the most-linked domain was simplilearn.com . I’d never heard of it before; the site describes itself as an “online boot camp.”

“This trend not only diminishes the quality of search results but also reduces traffic and revenue for many small businesses, including affiliate websites,” says SE Ranking’s head of SEO, Anastasia Kotsiubynska.

A work in progress

Google says SGE is an opt-in experiment. But Google already blew past its expected end last December, and it hasn’t offered any update on when it will come to search for everyone. It’s possible that Google doesn’t think SGE is accurate or fast or profitable enough and that it will end up changing it dramatically.

They are wise to go slow, even if it makes Google look as though it’s behind in the AI race. Rival search engine Bing from Microsoft made a similar AI overhaul in February 2023, but its AI is still best known for going off the rails .

In an interview, Elizabeth Reid, a Google vice president leading SGE, characterized it as a work in progress.

“We’re really focused on ensuring we get the experience really right. There are a lot of different factors on this — things like latency, accuracy, helpfulness,” Reid said. “What we’ve been finding as we’re iterating and learning is that it’s pretty nuanced.” In other words, there are times the AI is helpful and other times it’s not — and Google is still trying to figure out where to draw the line.

When I shared the examples in this column, Reid told me that SGE’s hallucination rates are “very low” and have decreased “meaningfully” since SGE’s May launch, though she declined to be specific.

“I don’t want to minimize it — it is a challenge with the technology” and something “we’re really working on,” Reid said. Putting links right next to the AI answers, she added, is important to enable people to check the facts for themselves.

Here’s a proposal: Because Google acknowledges correct facts are a problem, it ought to disclose its own data on accuracy before it brings SGE to a broader audience. With billions of searches daily, even 0.001 percent can add up to a lot of wrong information.

Another area of Google’s focus is “trying to help ensure that we get to the core of the question as quickly as possible, and then give additional elaboration,” Reid said.

As for citing low-quality sources, Google disputed the outside research on SGE, saying it is based on searches that are more limited than what Google sees in practice. But it declined to share data of its own.

Reid said SGE doesn’t have a different standard than old Google. “We do see more diversity of sources that are coming forth. But the aim is really to continue to put high quality content at the top,” she said.

Choosing who to believe is hard enough for humans. What makes Google think its current AI tech, known as LLMs, or large language models, is up to the task?

“They’re not perfect,” Reid said. “We want to take this thoughtful approach because the brand of trust that people have with Google is really important.”

The future of our information depends on it.

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Prevalence and impact of the use of electronic gadgets on the health of children in secondary schools in Bangladesh: A cross‐sectional study

S m mahbubur rashid.

1 Department of Genetic Engineering & Biotechnology, University of Dhaka, Dhaka Bangladesh

Jannatul Mawah

2 Disease Biology & Molecular Epidemiology Research Group, Chattogram Bangladesh

Yasmin Akter

Jobaier ibne deen, amina jahan, navid mahmood khan, md. mofijur rahman, nasrin lipi.

3 Institute of Statistical Research and Training, University of Dhaka, Dhaka Bangladesh

Farhana Akter

4 Department of Endocrinology, Chittagong Medical College, Chattogram Bangladesh

5 Department of Geography and Environmental Studies, Faculty of Biological Sciences, University of Chittagong, Chattogram Bangladesh

Adnan Mannan

6 Department of Genetic Engineering & Biotechnology, Faculty of Biological Sciences, University of Chittagong, Chattogram Bangladesh

Associated Data

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Background and Aims

Use of technological gadgets has rapidly been increasing among adolescents, which may result in health issues and technology addiction. This study focuses on the prevalence of usage of technological gadgets and health‐related complications among secondary school‐going children of Bangladesh.

A total of 1803 secondary school students from 21 different districts of Bangladesh participated in the study. The children were asked questions relating to their access to electronic gadgets, time spent on outdoor activities, and whether they experienced any health‐complications as an after‐effect of the usage. A binary logistic regression model was adapted considering time spent on gadgets as an independent variable and health problems (physical and mental) as the dependent variable.

Among all the gadgets, 67.11% of the participants were reported to use mobile phones on a daily basis. Due to the ongoing COVID‐19 pandemic, 24.48% of respondents used electronic gadgets for attending online classes. The participants were reported to use gadgets significantly more ( P  < .05) in 2020 as compared to 2019. Children showed less tendency to spend time in outdoor activities. More than 50% of the participants spend time doing outdoor activities for less than 1 hour daily. An association between gadget use and health problems like headache, backache, visual disturbance, and sleeping disturbance has been observed in our study.

This study demonstrates that different socio‐demographic factors have influence on the use of gadgets by children, and this use has greatly been affecting both the physical and mental health of the secondary school‐going students of Bangladesh.

1. INTRODUCTION

The use of technological gadgets is growing at an unprecedented pace all over the world. 1 In present times, not only adults but also children are overly invested in technological gadgets, which raises questions and concerns about their effects on children in terms of physical and mental development. 2 , 3 Although technology has its contribution in breaking geographical barriers and making information accessible, however, technology has its own negative records as well. 4 Today's technology‐dependent global population is constantly adopting an unhealthy, sedentary lifestyle, putting them at risk for developing severe diseases and mental disorders. 5 In regards to the situation in Asia, a previous study conducted on six Asian countries concluded that the adolescent cohort aged 12 to 18 years held 62% ownership of smartphones overall. The easy accessibility to gadgets and the internet in recent years has led to this cohort developing a keen interest about the internet's use, which further developed into an addiction. 6

In a global review study, it was found that there is a positive correlation between the excessive use of electronic devices like smartphones and computers and psychiatric comorbidity. The effects were more on young children than other age cohorts. 7 According to the US Centers for Disease Control and Prevention, an average child spends about 8 hours a day watching electronic screens. 8 Too much screen time and lack of sleep can lead to lack of productivity among children. In worst cases, teens are driven into doing activities defying rules, becoming social delinquents. 9 Studies also prove that the excessive use of electronic gadgets in early childhood or teenage years can result in different psychological disorders, like attention deficit hyperactivity disorder (ADHD), as well as physiological complications like obesity, myopia, dryness, blurring vision, headache, etc. 8 , 10

At present, the global adolescent population (10‐19 years old) is more than 1.2 billion. 11 In Bangladesh, adolescents constitute around 22% of the whole population. 12 The majority of them appear indulged in digital devices and technologies. 4 Through the easy accessibility to the internet, at present, digital devices have become part and parcel of these young people's lives in Bangladesh. 4 , 5 A recent UNICEF study has revealed that internet use among adolescents in Bangladesh has skyrocketed to 800 times the scale it was in the year 2000. 13 Numerous teenagers pass countless times using technological gadgets in Bangladesh similar to other countries. 14 , 15 According to a study, 90% of the adolescents in Bangladesh use smartphones. 16 It is notable that this population does not always use their phones, the internet and other gadgets for merely socializing or learning purposes. 15

Hence, owing to the above‐mentioned facts, the present study was carried out in various cities of Bangladesh to find out the effect of the use of electronic gadgets on the overall behavior and health of secondary school‐going children. Similar types of studies were conducted earlier with children in Western countries and also the countries having a developed society. 14 , 15 To the best of our knowledge, this is the first‐ever study on this topic in Bangladesh, which aimed to assess the connection between usage of gadgets and health complications of the different classes of secondary school‐going children. The principal aim of the study was to comprehend the influence of gadget use and daily screen time on the physical and physiological well‐being of secondary school students from various regions across Bangladesh in the year 2020.

2.1. Study area and population

We carried out the descriptive cross‐sectional study among 1803 secondary school‐going children and adolescents of grades 6 to 10 enrolled in Bangla, English, and Arabic medium schools belonging to 21 districts of Bangladesh from June 2020 to December 2020. The study consisted of respondents from eight major divisional megacities (ie, Dhaka, Chattogram, Sylhet, Khulna, Rajshahi, Mymensingh, Barisal, and Rangpur) as well as from remote rural districts like Bandarban, Tangail, Jamalpur, Bhola, and so on. Here, districts from each division were randomly selected, and all respondents including tribal origins were selected randomly from every class to avoid any biased outcome.

2.2. Exclusion criteria

Students enrolled in schools below grade 6, and students attending college and universities were not included in this study. We also refrained from conducting interviews in schools that did not provide consent to take part in the interview. Television was excluded from the list of gadgets as gadgets refer to small mechanical or electrical devices, which belong to either one or more following categories, that is, mobile phones, tabs, or any other wireless devices that have novel purposes. 17

2.3. Data collection

The interviews were conducted based on a preformed questionnaire. An evaluation of the preliminary questionnaire in a piloting study was made to validate the tools developed by eight experienced epidemiologists, endocrinologists, social science researchers, and pediatricians. The questionnaire consisted of three parts: socio‐demographic properties, gadget usage, and physical problems encountered by the participants. The questionnaire was constructed bilingually (English and Bangla, the mother tongue) to make it easily understandable. The interviews were carried out by 37 dedicated, well‐trained individuals from life science and medicine backgrounds. The sampling process was both random and purposive where institutions were chosen purposively to maintain diversity, while students were chosen randomly. The field test took place among the children of mentioned grades from multiple regions instead of limiting it to some specific study sites. The interviewers maintained social distancing and hygiene protocols during physical interviews. The consent of school authorities and guardians was obtained for carrying out the research survey, and the motive of the study was explained well to the students before starting the survey. The accuracy of the interviews was monitored by six supervisors and principal investigators.

2.4. Measurements

The association between various socio‐demographic variables and gadget use was drawn by comparing the data obtained from the participants. The average daily screen time and sedentary behavior of the participants were also recorded to observe if these factors influenced their physical and mental wellness. The questionnaire also included the gadget type used by the participants, the time period expended daily usage of gadgets in the years 2019 and 2020. The physical and psychological concerns experienced by the participants such as headache, sleeping difficulties, backache, visual concerns, pain in the limbs, and depression were recorded too.

2.5. Statistical analyses

The statistical analyses of this study were performed using R (R core team, 2020) software. Pearson Chi‐square statistics were used to test the association between gadget use and socio‐demographic factors. Test result with less than .05 P ‐value is considered as statistically significant factors for gadget use. Types of gadget use and purpose of gadget use are shown through different graphical presentations. Figures were produced using Graph‐Pad Prism (Graph‐Pad, San Diego, CA). Besides, the effects of gadget use on different physical and mental health problems were assessed by binary logistic regression. For each case, logistic regression is fitted considering time spent on gadgets as the independent variable and health problems as the dependent variable. In this study, logistic regression model is used to measure the effect of gadget use on different health‐related problems. For testing the statistical significance of different categories of gadget use time, 5% level of significance is used. All the analysis was performed in R version 3.6.3.

2.6. Ethics statement

The ethical approval for this research was taken from the Ethical Review Committee of Chittagong Medical College (Memo no.‐CMC/PG/2020/122).

3.1. Respondents' socio‐demographic characteristics

A total of 1803 secondary school‐going children and adolescents participated in this study. Gender bias was minimized as the male (50.10%) to female (49.90%) ratio was close to 1. The social and demographic characteristics of the participants are presented in detail in Table  1 Regarding gadget use, male children showed high interest (89.25%) than female (85.52%). Most respondents of this study belonged to Bangla medium schools (70.3%) followed by English (12.4%) and Madrasha (17.4%). Most of the participants (>90%) from both the Bangla and English medium schools were using gadgets, while significantly ( P ‐value <.001) a big portion of participants (>31%) from Madrasha were far from using gadgets. A pattern of gradual increment of using gadgets ( P ‐value = .0002) was observed among the participants living in rural, suburban and urban areas, respectively. Similar patterns of increased gadget use were observed with the increased monthly family income of the participants ( P ‐value < .0001). Almost all (>93%) of the participants whose parents were graduates (tertiary level, at least) were found using gadgets. More obese participants (93.58%) were found using gadgets than underweight participants (84.26%).

Distribution of gadget use by socio‐demographic characteristics of the participants (n = 1803)

3.2. Variation in the use of gadgets

More than 87% of participants were reported to use any form of electronic gadgets (Figure  1A ). Smartphones were found to be the prominent one; 67.11% of the participants used this type of gadget on a daily basis for various purposes. About 39% of participants used gadgets for watching cartoons or movies followed by social media (27%) and video games (17%) (Figure  1B ). However, 24.48% of the participants also used these devices for participating in online classes due to this ongoing COVID‐19 pandemic. A tiny portion of participants (8.74%) used these gadgets for normal communication purposes.

Types and purposes of use of gadgets by students; (A) Percentage of participants who used smartphones, tablet devices, desktop computers or laptops, and other types of gadgets. (B) Nature of purposes of use of electronic gadgets by school students

3.3. Use of gadgets and effect on physical activities and health

Prolonged use of gadgets has been observed among the participants in 2020 compared to the year 2019. While only 33.50% of participants reported spending time on gadgets at least 2 hours per day in 2019, the percentage increased up to nearly 53% in 2020 (Figure  2A ). The percentage of participants using gadgets (>6 hours) was three times more in 2020 as compared to 2019. Comparatively larger percentage of the participants (47.20%) spend 1 to 2 hours of time on gadgets in 2019; however, by 2020, a greater time spending trait was evident, and only 33.72% of participants of the total spend used gadgets 1 to 2 hours per day.

Pattern and total time spending on gadgets and outdoor activities. (A) A comparison between 2019 and 2020 on daily time spends on gadgets and (B) pattern of time durations spent in outdoor activities by participants

Along with being occupied with the gadgets, the participants showed less tendency of spending time through outdoor activities including playing games, walking, and doing physical exercises (Figure  2B ). Nearly 23% of the participants spent more than 2 hours doing outdoor activities. More than one‐fourth (26.46%) of the participants did not spend time outdoors regularly. Only 23.35% of the participants followed a good practice of outdoor activities for more than 2 hours. Participants were found to be suffering from headache, sleep disturbances, and backache, pain in limbs, visual disturbance, or depression. 45.26% of headache, 51.11% of sleeping disturbance, 48.18% of backache, 39.81% of limbs pain, 45.51% of visual disturbance, and 52.12% of depression associated participants belonged to the group who use gadgets for more than 2 hours daily. Participants who did not spend time at all with gadgets (0‐1 hour) were found relatively healthier with significantly less ( P  < .05) health complications. The use of gadgets for more than 1 hour has detrimental effects as it is shown in Figure  3 .

Types of physical problems for excessive use of gadgets

Table  2 has shown the logistic regression analysis to assess the effect of time spent on gadgets on various physical and mental problems. Physical problems like headache (OR = 2.41 for >6 hours), backache (OR = 3.203 for 4‐6 hours), visual disturbance (OR = 2.384 for 4‐6 hours), and sleeping disturbance (OR = 5.988 for >6 hours) were categorized as regularly occurring physical concerns, but an irregular pattern was observed in the frequency of occurrence. Further, this study also addressed whether the participants feel depressed after using gadgets. Table  2 showed that headache is significantly associated with time spent on gadgets 4 to 6 hours and >6 hours. Those who spent more than 6 hours on gadgets are 2.41 times more likely to have regular headaches than those who do not spend time on gadgets (0‐1 hour).

Effects of time spent on gadgets on different physical and mental health

4. DISCUSSION

This study has demonstrated a significant level of association between the use of electronic gadgets and the socio‐demographic characteristics of secondary school‐going students from Bangladesh. Based on the results of the study, among the secondary school‐going children in Bangladesh, male participants are the dominant users of electronic gadgets. It was reported that there is no gender bias nowadays in accessing the technological facility in terms of electronic gadget uses. 18 , 19 As per the previous literature, there is a lack of consensus with regard to gender and mobile/internet addiction, with some studies reporting higher prevalence in males 20 , 21 , 22 and some reporting higher prevalence in females. 23 , 24 However, recent studies showed that male students are more likely (three times) to develop technology addiction as compared to female students and males tend to use gadgets for prolonged periods of time compared to females. 1 , 13 , 25 In addition, among the Vietnamese youths, it has been reported that susceptibility of excessive gadgets/internet use has a significant relationship with their socio‐demographic characteristics. 26

The percentage of using gadgets was greater for both Bangla and English medium school students compared to the Madrasha students. The reason behind this higher prevalence could be the fact that all the students of English medium 27 and a significant number of students of the Bangla medium schools in Bangladesh come from families with solvent financial status 28 and they have easy accessibility to the internet on their mobile phones or PCs. 29 This is consistent with the study, which reported that students who come from upper‐income schools use more gadgets and even can afford personal cell phones than the students who come from lower‐income schools. 30 In addition, many parents feel that the uses of such devices are beneficial for their children. 31 It can be assumed that parents' involvement into and concern toward their children's education and well growth are some of the notable reasons behind gadgets addiction of their children. 3 , 18 This is well supported by our observation that the use of gadgets is significantly related to increased monthly family incomes and parents' education.

This present study observed a very significant difference among students from urban, rural, and suburban areas The prevalence of gadget usage is higher among urban students, while in Bangladesh, many rural areas are still deprived of many basic needs, so having access to the internet or other modern gadgets except for mobile phones is difficult on their part. This fact is supported by another study, which concluded that the urban environment imposes a bad influence on children than in rural areas and significant differences prevail between urban and rural areas in the use of gadgets. 32

In this study, mobile (smart) phones are found to be the mostly used gadget followed by different forms of tablet devices, as expected, because of their user‐friendliness and easy to carry/handle. 33 , 34 , 35 Close to 13% of participants were reported not to use any gadget. Similar to the findings of a study on Malaysian elementary school students, here in this study, the participants were observed to use gadgets for watching movies/cartoons and social media interactions predominantly. 33 Unlike before, about one‐fourth of the participants were found to use gadgets for participating in online classes, a new adaptation of the educational system for the ongoing coronavirus disease 2019 (COVID‐19) pandemic crisis. Supporting this matter, an Asian study depicted that interpersonal influences result from different online activities (eg, gaming, online classes, social media) have a formidable effect on becoming partial to the gadgets use or the internet addiction and showing apathetic behavior towards outdoor activities. 36

A number of previous studies have reported concerns over the use of gadgets by children and adolescents that may affect their social, physical, and emotional functions negatively. 19 , 25 , 35 , 37 , 38 Our study suggests that secondary school‐going children are spending more time with gadgets in the year 2020 compared to the year 2019. It is an area of major concern as Liu et al suggested that the use of electronic gadgets for more than 2 hours daily has a detrimental effect on a person's physical and mental status. 38 A previous study on the pattern and susceptibility of excessive internet use among students reported that internet addiction creates a tendency of staying up late, which was significantly associated with different mental and physical discomforts.

According to the studies of Liu et al and Wahyuni et al, this type of practice can invoke serious health (physical and mental) issues. 35 , 38 Another study conducted by CDC has also reported that this type of physical inactivity can lead to energy imbalance and can also enhance the risk of becoming obese and overweight. 39 In consistency with these claims, we have observed an increased occurrence of physical and mental problems in the secondary school‐going participants of this study. Nearly 50% (on average) of the participants who reported using gadgets more than 2 hours daily were suffering from any form of headache, sleeping disturbance, backache, pain in limbs, visual disturbance, or depression.

Similar studies were reported earlier where the participants were suffering from headache, backache, and eye strain due to excess smartphone use. Some studies have found that physical exercise significantly helps to reduce the risk of myopia. 40 This could be the reason behind the association of 45.51% visual problems in our participants who happened to use gadgets for more than 2 hours daily. Moreover, a study in Indonesia revealed that long use of gadgets is capable of affecting eyesight. 41 This research supports our findings quite well where we found a significant association between visual impairment and gadget usage.

Most of the participants who extensively use electronic gadgets stated that they experience sleeping difficulties and anger/depression in regular life. Many studies have been conducted on sleep quality and technology use observed that gadgets especially mobile phone use trigger sleep disorders and disturbances among adolescents. 42 , 43 Our finding was supported by another study, which concluded that more than 40% of their study population had insufficient sleep, which had a significant association with spending more than 2 hours per day using gadgets. 44 Prior study also mentioned that the study participants were either sleeping less (85%) or having sleep difficulties (26.7%) due to their excessive addiction toward the internet. 45 Activities include but are not limited to late‐night texting, a watching spree of web series or movies and often gaming. 46 , 47 , 48 , 49 , 50 , 51 Several studies have proven the co‐relationship between mental health problems and electronic media usage. 19 , 25 , 35 Similar results such as increased risk of psychiatric comorbidity and mental discomfort have been observed among patients who engage in more screen time followed by internet addiction in few studies. 25

The present study has several limitations. A first limitation is that it might have recall bias due to the younger age of the participants. Second, we were unable to collect data on several contributing factors, such as the outcome of excess use of gadgets, effect on academic performance, and surrounding factors that could be relevant to gadget use. Finally, selection bias could be a possibility as a convenience sampling technique was used due to the lack of a sampling frame for the gadget users in Bangladesh.

In summary, the results of our study comply with the findings of previous studies in other regions that the overuse of gadgets imposes severe health effects among adolescents. We also found that socio‐demographic determinants and factors often influence the excessive use of gadgets.

5. CONCLUSION

According to this study, there is a significant relation of electronic gadget use with the level of education and gender. Male students are more prone in using gadgets than female students. Use of gadgets also depends on the easy access to the internet and relevant online facilities, which could differ based on respondents' socio‐economic status. This same reason applies to finding higher use of gadgets in urban areas compared with the students of rural areas. Unfortunately, gadgets have shown a notable effect on physical and mental health status. With the enormous amount of entertainment options, children tend to stick to their gadgets in their free time. The more frequent tendency of gadget use among adolescents is increasingly contributing to several physical health complications (eg, headache, sleeping disorder). To ensure the health of the present generation and upcoming ones, parents should be more aware of their children's gadget use limits. Students should be more encouraged to spend time on physical activities and outdoor games. Different health‐related awareness programs can be promoted to initiate counseling of the students at both home and school. Proper time management lessons need to be imparted among the school‐going children. More studies need to be carried out regarding this issue in order to address the problem more precisely and strengthen the strategies further for the near future.

CONFLICT OF INTEREST

The authors declare there is no conflict of interest.

AUTHORS' CONTRIBUTIONS

Conceptualization: Adnan Mannan, Farhana Akter, S M Mahbubur Rashid.

Formal Analysis: Nasrin Lipi.

Investigation: Jannatul Mawah, Ema Banik, Yasmin Akter, Jobaier Ibne Deen, Amina Jahan, Navid Mahmood Khan, Md. Mofijur Rahman.

Project administration: Adnan Mannan, S M Mahbubur Rashid.

Visualization: S M Mahbubur Rashid, Alak Paul.

Writing—Original Draft Preparation: Jannatul Mawah, Ema Banik, Yasmin Akter, Jobaier Ibne Deen, Amina Jahan, Navid Mahmood Khan, Md. MofijurRahman.

Writing—Review and Editing: S M Mahbubur Rashid, Adnan Mannan, Farhana Akter, Alak Paul.

All authors have read and approved the final version of the manuscript.

Adnan Mannan had full access to all of the data in this study and takes complete responsibility for the integrity of the data and the accuracy of the data analysis.

This research received no external funding.

TRANSPARENCY STATEMENT

The lead author affirms that this manuscript is an honest, accurate, and transparent account of the study being reported; that no important aspects of the study have been omitted; and that any discrepancies from the study as planned (and, if relevant, registered) have been explained.

ACKNOWLEDGMENTS

Authors would like to thank Chittagong University Research and Higher Study Society (CURHS), Drishty Chittagong and Disease Biology and Molecular Epidemiology (dBme) Research Group for their support and contribution during the study.

Rashid SMM, Mawah J, Banik E, et al. Prevalence and impact of the use of electronic gadgets on the health of children in secondary schools in Bangladesh: A cross‐sectional study . Health Sci Rep . 2021; 4 :e388. doi: 10.1002/hsr2.388 [ CrossRef ] [ Google Scholar ]

S M Mahbubur Rashid and Adnan Mannan contributed equally to this work.

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New Research Reveals Full Diversity of Killer Whales as Two Species Come into View on Pacific Coast

March 27, 2024

Long viewed as one worldwide species, killer whale diversity now merits more. Southern Resident Connections - Post 35

Scientists have resolved one of the outstanding questions about one of the world’s most recognizable creatures, identifying two well-known killer whales in the North Pacific Ocean as separate species.

Killer whales are one of the most widespread animals on Earth. They have long been considered one worldwide species known scientifically as Orcinus orca , with different forms in various regions known as “ecotypes.”

However, biologists have increasingly recognized the differences between resident and Bigg’s killer whales. Resident killer whales maintain tight-knit family pods and prey on salmon and other marine fish. Bigg’s killer whales roam in smaller groups, preying on other marine mammals such as seals and whales. (Killer whales actually belong to the dolphin family.) Bigg’s killer whales, sometimes called transients, are named for Canadian scientist Michael Bigg, the first to describe telltale differences between the two types.

He noted in the 1970s that the two animals did not mix with each other even when they occupied many of the same coastal waters. This is often a sign of different species.

The finding recognizes the accuracy of the listing of Southern Resident killer whales as a Distinct Population Segment warranting protection under the Endangered Species Act in 2005. At the time, NOAA described the distinct population segment as part of an unnamed subspecies of resident killer whales in the North Pacific.

Now a team of scientists from NOAA Fisheries and universities have assembled genetic, physical, and behavioral evidence. The data distinguish two of the killer whale ecotypes of the North Pacific Coast—residents and Bigg’s—as separate species.

“We started to ask this question 20 years ago, but we didn’t have much data, and we did not have the tools that we do now,” said Phil Morin, an evolutionary geneticist at NOAA Fisheries’ Southwest Fisheries Science Center and lead author of the new paper . “Now we have more of both, and the weight of the evidence says these are different species.”

Genetic data from previous studies revealed that the two species likely diverged more than 300,000 years ago and come from opposite ends of the killer whale family tree. That makes them about as genetically different as any killer whale ecotypes around the globe. Subsequent studies of genomic data confirm that they have evolved as genetically and culturally distinct groups, which occupy different niches in the same Northwest marine ecosystem.

“They’re the most different killer whales in the world, and they live right next to each other and see each other all the time,” said Barbara Taylor, a former NOAA Fisheries marine mammal biologist who was part of the science panel that assessed the status of Southern Residents. “They just do not mix.”

Recognizing New Species

The Taxonomy Committee of the Society of Marine Mammalogy will determine whether to recognize the new species in its official list of marine mammal species . The committee will likely determine whether to accept the new designations at its next annual review this summer.

The scientists proposed scientific names for the new species based on their earliest published descriptions in the 1800s. Neither will keep the ubiquitous worldwide moniker, orca . The team proposed to call resident killer whales Orcinus ater , a Latin reference to their dominant black coloring. Bigg’s killer whales would be called Orcinus rectipinnus , a combination of Latin words for erect wing, probably referring to their tall, sharp dorsal fin.

Both species names were originally published in 1869 by Edward Drinker Cope, a Pennsylvania scientist known more for unearthing dinosaurs than studying marine mammals. He was working from a manuscript that California whaling captain Charles Melville Scammon had sent to the Smithsonian Institution describing West Coast marine mammals, including the two killer whales. While Cope credited Scammon for the descriptions, Scammon took issue with Cope for editing and publishing Scammon’s work without telling him. (See accompanying story .)

The Smithsonian Institution had shared Scammon’s work with Cope, and a Smithsonian official later apologized to Scammon for what he called “Cope’s absurd blunder.”

Species Reflect Ecosystem

The contested question of whether Southern Residents were distinct enough to merit endangered species protections initially drove much of the research that helped differentiate the two species, said Eric Archer, who leads the Marine Mammal Genetics Program at the Southwest Fisheries Science Center and is a coauthor of the new research paper. The increasing processing power of computers has made it possible to examine killer whale DNA in ever finer detail. He said the findings not only validate protection for the animals themselves, but also help reveal different components of the marine ecosystems the whales depend on.

“As we better understand what makes these species special, we learn more about how they use the ecosystems they inhabit and what makes those environments special, too,” he said.

The new research synthesizes the earliest accounts of killer whales on the Pacific Coast with modern data on physical characteristics. The team also use aerial imaging (called photogrammetry ), and measurement and genetic testing of museum specimens at the Smithsonian and elsewhere. While the two species look similar to the untrained eye, the evidence demonstrates they are very different species. The two species use different ecological niches, such as specializing in different prey, said Kim Parsons, a geneticist at the NOAA Fisheries Northwest Fisheries Science Center in Seattle and coauthor of the new research.

Recent research with drones that collect precise aerial photos has helped differentiate Bigg’s killer whales as longer and larger. This might better equip them to go after large marine mammal prey. The smaller size of residents is likely better suited to deep dives after their salmon prey, said John Durban, an associate professor at Oregon State University’s Marine Mammal Institute. His killer whale drone research is done collaboratively with Holly Fearnbach, a researcher at SR³.

The different prey of the two species may also help explain their different trajectories. Southern Residents are listed as endangered in part because of the scarcity of their salmon prey. Bigg’s killer whales, by contrast, have multiplied while feeding on plentiful marine mammals, including California sea lions.

While killer whales represent some of the most efficient predators the world has ever seen, Durban said science is still unraveling the diversity among them. The identification of additional killer whale species is likely to follow. One leading candidate may be “Type D” killer whales identified in the Southern Ocean around Antarctica.

Other killer whales in Antarctic waters also look very different from the best-known black and white killer whales. This reflects a wider diversity within the species, said Durban, who has used drones to study killer whales around the world. “The more we learn,” he said, “the clearer it becomes to me that at least some of these types will be recognized as different species in due course.”

Southern Resident Connections

Southern Resident killer whales are icons of a vibrant but struggling marine ecosystem that is important to us all. Join us in exploring the ecological connections that tie this system together, and the ways we are protecting and working to recover the whales we all care so much about.

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More Information

• New Research Reveals Two Species of Killer Whale
• How Scientists Chose Names for Newly Identified Killer Whale Species
• Two Species of Killer Whale Infographic
• Marine Mammal Genetics Research
• 2004 Status Review of Southern Resident Killer Whales
• Saving the Southern Resident Killer Whales
• Listing of Southern Resident Killer Whale Under the ESA
• Killer Whale Ecotypes Poster

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The Hardships and Dreams of Asian Americans Living in Poverty

Illustrations by Jing Li

Asian Americans are often portrayed as economically and educationally successful.

In reality, about one-in-ten Asian Americans live in poverty. Asian Americans also have the most income inequality of any major racial or ethnic group in the United States.

Without closely examining the diversity of Asian American experiences, it’s easy to miss the distinct stories of Asian Americans living with economic hardship.

To understand more about this population, Pew Research Center conducted 18 focus groups in 12 languages to explore the stories and experiences of Asian Americans living in poverty.

Table of Contents

Of the 24 million Asians living in the United States, about 2.3 million live in poverty . Many are working to overcome the economic hardships they encounter and achieve their American dream. But they face challenges along the way, from Asian immigrants grappling with language barriers to U.S.-born Asians navigating pathways to success.

In February 2023, Pew Research Center conducted 18 focus groups with adult participants from 11 Asian origin groups in different regions across the U.S. These are among the most likely Asian origin groups to experience economic hardship in the U.S. Focus groups included those whose approximate family income is at or below 140%-250% of the 2022 federal poverty line, depending on their location. Accompanying these focus group findings are results from a Pew Research Center survey about the hardships and dreams of Asians living in poverty, conducted from July 2022 to January 2023.

Some common themes that focus group participants shared include day-to-day financial difficulties, assumptions by others that they do not need help because they are Asian, and the importance of financial security in achieving the American dream.

Related:   1 in 10: Redefining the Asian American Dream (Short Film)

Focus groups also reveal that Asian Americans’ experiences with economic hardship differ by whether they were born in the U.S. or outside the country. Some immigrants not only experience difficulties making ends meet, but also face challenges that come with living in a new, unfamiliar country. These include learning English, navigating daily life in a new place and finding a stable job.

Even though U.S.-born Asians grew up in this country and speak English, they talk about the challenges of understanding what it takes to succeed in America. This includes getting the “right” education, getting access to the “right” knowledge and knowing the “right” people to succeed.

The findings in this data essay reveal what participants shared about their experiences with economic hardship, overcoming challenges, and their views of the American dream and social mobility in America.

The terms Asians and Asian Americans are used interchangeably throughout this data essay to refer to those who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

The terms living in poverty, living near or below the federal poverty line and living with economic hardship are used interchangeably throughout this essay to refer to adults whose family income is close to or below the 2022 federal poverty line.

• For results on Asian adults from the focus groups, this refers to adults whose approximate family income is at or below 140%-250% of the federal poverty line. Thresholds varied by focus group recruitment locations to account for differences in the cost of living.
• For results on Asian adults from the survey , this refers to adults whose approximate family income falls at or below 100% of the federal poverty line.
• For data on the total U.S. Asian population from the U.S. Census Bureau , this refers to all Asian Americans whose family income is at or below 100% of the federal poverty line.

The terms federal poverty line and poverty line are used interchangeably to refer to the federal poverty guidelines published yearly by the U.S. Department of Health and Human Services.

The term U.S. born refers to people born in 50 U.S. states, the District of Columbia, Puerto Rico or other U.S. territories.

The term immigrant refers to people who were born outside the 50 U.S. states or the District of Columbia, Puerto Rico or other U.S. territories.

Asian Americans and financial struggles

Financial difficulties are part of many Asian Americans’ day-to-day lives, according to the 2022-23 survey. Asian adults were asked if they had experienced any of the following financial challenges in the past 12 months: gotten food from a food bank or a charitable organization, lost their health insurance, had problems paying for their rent or mortgage, had trouble paying for medical care for themselves or their family, had trouble paying their bills, or been unable to save money for emergencies.

“It got really bad to the point where a simple bowl of rice, we weren’t even able to afford that. So there were times where a bowl of rice would be a meal for all three meals, or we just simply did not eat.” NOLAN , FILM PARTICIPANT

The most common financial difficulty experienced is being unable to save for emergencies. More than half of Asian adults living in poverty (57%) said this had happened to them. By comparison, fewer Asian adults living above the poverty line (40%) said this.

Note: “Asian adults living in poverty” refers to survey respondents whose approximate family income is at or below 100% of the federal poverty line. Share of respondents who didn’t offer an answer or answered “no” not shown.

Source: Survey of Asian American adults conducted July 5, 2022-Jan. 27, 2023. “The Hardships and Dreams of Asian Americans Living in Poverty”

Some focus group participants shared how challenging it was for them to save because of their earnings and their family needs. Participants also talked about the urgency they feel to save for their children and retirement:

“I feel a bit helpless [about my financial situation]. … I don’t want to be in debt. I have to save money to raise my kids, but I don’t have money to save.”

–Immigrant man of Korean origin in early 30s (translated from Korean)

“[I save money] to go to Pakistan. Because I have four children … I needed five or six tickets, in case my husband traveled with us, and it required a lot of money. We used to save for one whole year, and when we were back from Pakistan, we were usually empty-handed. Then the cycle started again.”

–Immigrant woman of Pakistani origin in late 40s (translated from Urdu)

“You’re not going to work forever. No one is going to work forever. You want to have savings … for your rent [or] in case of medical bills [if] something happens. [You] might as well [save for] some trips down the while when you [can] travel still. But you’re not going to be working at 80 years old, are you?”

–U.S.-born man of Chinese origin in early 40s

“We were all four of us in one apartment, four siblings, plus the parents, so that’s six people in a house, which was very, very cramped.” SABA , FILM PARTICIPANT

Other common difficulties for Asian Americans living near or below the poverty line include having trouble paying their bills (42%), needing to get food from a food bank or a charitable organization (38%) and having problems paying their rent or mortgage (33%), the survey found. Smaller shares of Asian adults living above the poverty line say they experienced difficulties paying their bills (17%), got food from a food bank or a charity (6%) or had trouble paying their rent or mortgage (11%).

These findings were echoed in our focus groups, where participants recalled the stress and tension their families felt when things like this happened to them:

“My dad lost his car a couple of times. There was this one time where I remember it was nighttime. All of a sudden, a cop comes over to our home [with another person]. … And my dad was forced to give up his car to this stranger … because, I don’t know, he wasn’t paying off the car or something. And it was very humiliating, and my brothers wanted to get physical with that person because he was acting very arrogantly. My dad was able to eventually pay back the car and somehow get it back. But there were many times when we might not have had a roof over our heads.”

–U.S.-born man of Pakistani origin in late 20s

Asian immigrants face challenges navigating life and employment in the U.S.

Immigrant and U.S.-born Asians experience economic hardship in different ways. Asian immigrants in the focus groups discussed how a lack of English proficiency, navigating transportation and getting a good job all shape their experiences with economic hardship.

“I felt sad about life, didn’t know the language, didn’t know the roads. I had no friends, so I felt very sad.” PHONG , FILM PARTICIPANT (TRANSLATED FROM VIETNAMESE)

For example, not knowing English when they first arrived in the country created extra challenges when using local transportation systems and meeting basic daily life needs such as shopping for groceries:

“When we were very young, the most difficult thing we faced [after coming to the U.S.] was not being able to speak the language. Unless you lived in those times, you wouldn’t know. We didn’t know how to buy food. … We didn’t know the language and there was no interpreter available. … I didn’t know how to take the bus, I didn’t know where to go, or to which place they were taking me to school. When we were asked to go to the classroom, we didn’t know where to go. … There was no other way, because there was no communication.”

–Immigrant woman of Hmong origin in late 50s (translated from Hmong)

Language barriers also brought extra hurdles for Asian immigrants in the job market. Some focus group participants said it was hard to explain their skills to potential employers in English effectively, even if they had the relevant education or skills for the job and had learned English before they immigrated:

“After coming [to the U.S.], there were many problems to face, first … the language problem. We have read English … but we are not used to speaking. … We also had education … but since we can’t explain ourselves in English – what we can do, what we know … we are getting rejected [from jobs] as we cannot speak. … Another problem was that I had a child. My child was small. I could not go to work leaving him. At that time, my husband was working. He also had the same thing – he had education, but he could not get a good job because of the language. [As another participant] said, we had to work below the minimum wage.”

–Immigrant woman of Bangladeshi origin in late 30s (translated from Bengali)

Not wanting to be a burden influenced life choices of many U.S.-born participants

For many U.S.-born focus group participants, concerns about being a burden to their families shaped their childhoods and many of their life decisions:

“It’s difficult to talk to [my parents] because you grew up here and it’s just totally different from them growing up in Vietnam. … It’s the same like what [another participant] was saying, when you take off the burden to your parents, right? So I dropped out of college, just because I didn’t want them paying anymore. I just didn’t think that I was going to do or be anything in college, right? So I would rather work. So I started taking responsibility of my own and you start working really hard and you getting out of the house and helping them pay for bills.”

–U.S.-born man of Vietnamese origin in mid-40s

“My family’s struggling. Is education more important, [or] is working more important? I really felt that growing up because a lot of my friends, education – going to college and going to a techno school – wasn’t really on their radar, it wasn’t really something on their plan. I think talking to a lot of the folks and a lot of my friends during their time, they felt like they had to grow up to provide for their family or for you to find some type of income to kind of help their family. And so that really drove the direction of at least one of my friends, or a lot of my friends.”

–U.S.-born man of Hmong origin in mid-30s

Some U.S.-born focus group participants said that when reflecting on their childhoods, they could see the financial burden they had on their families in a way they did not realize as a child:

“At a certain point you become very aware of how much of a financial burden you are. You don’t ask for anything you want. Like, you don’t ask for prom. You don’t ask to join clubs. You don’t ask to go on field trips, things like that. You just know that it’s going to cause so much drain on your parents.”

–U.S.-born woman of Vietnamese origin in mid-20s

“[My parents] had like a lot of responsibilities, like … giving money back to their father, and then their sisters and brothers, helping them out back [in Pakistan]. … [My father] had to support us and then send money back constantly there. I didn’t know that until now, basically. … We would hardly see him. Maybe like on Sunday, we would see him a couple of hours. But it was on the weekdays, we would hardly see our father. He was always working.”

–U.S.-born woman of Pakistani origin in early 30s

Overcoming economic challenges

The survey found that when Asian adults living in poverty have needed help with bills, housing, food or seeking a job, about six-in-ten (61%) say they’ve turned to family or friends.

Some focus group participants mentioned that families and friends in their ethnic community were a great source of financial help. For others, the limited size of their ethnic community in the U.S. posed obstacles in obtaining assistance.

“My dad arrived in the U.S. when he was 26 years old, and I’m now 29 years old. … I have seven siblings and my parents who support me. And my parents didn’t have that, they didn’t have their parents to support them.” TANG , FILM PARTICIPANT

“It was very difficult during [my] study [at university]. … I had a scholarship, most of the part was scholarship; however, I had to pay something between $10,000 and $15,000 per semester. And I had to eat, I had to pay rent, I had to do everything. At the same time, there are many other things too, aren’t there? And there was always a stress about money. This semester is over now, how do I pay for the next? I had no clarity about what to do and not to do. In that situation, I approached those friends studying there or who came there a little earlier and were working to borrow money. … I [was] offered help by some friends and in finding a job and being helped for my needs.”

–Immigrant man of Nepalese origin in early 40s (translated from Nepali)

“We didn’t have a large Burmese community to ask for such help. It was not yet present. As we had no such community, when we had just arrived, we told close friends, got directions and went to ask for help.”

–Immigrant woman of Burmese origin in late 40s (translated from Burmese)

However, not all Asians living with economic hardship have asked for or received help. In the focus groups, participants shared why they or their families sometimes did not do so or felt hesitant. Fear of gossip and shame were mentioned multiple times:

“[I experienced financial difficulties after I first arrived in the U.S.] because I came here as a student. … It’s because I had to pay monthly rent and I paid for living expenses. I felt a little pressured when the monthly payment date approached. I had no choice but to ask my parents in Korea for money even as an adult, so I felt a sense of shame.”

–Immigrant woman of Korean origin in early 40s (translated from Korean)

“My cousin will [help me financially] without judgment. But, like, my aunt and elders – if it gets back to them [that I asked for help], it’s going to for sure come with judgment. And if I could figure it out myself, I will take the way without judgment.”

“To add on to what [another participant] said, if you go to the community [for help] or whatever, you know, by tomorrow everybody’s going to know it’s your problem.”

–U.S.-born woman of Pakistani origin in early 40s

Immigrants who came to the U.S. because of conflict are more familiar with government aid programs

Asian immigrants come to this country for a variety of reasons. In the focus groups, immigrant participants who came to the U.S. due to conflict or war in their origin countries referenced government assistance programs more often than those who came for other reasons.

This reflects a broader pattern among Asian immigrants overall: Those who came because of conflict or persecution have turned to federal, state or local governments for help with living expenses or employment more often than immigrants who came for economic or educational opportunities, according to the survey.

Focus group participants reflected on differences in the amount of government help available. Sometimes, they expressed a sense of unequal treatment:

“Vietnamese have this program where people got sponsored because of the war. So for other Asians, they feel that we are more privileged. Because from what I know, the Koreans and the Japanese, they must have money in order to come to America. As for us, we can come here through the refugee program, we can come here through the political program. They feel that we got more preferential treatment than other Asians in that regard.”

–Immigrant man of Vietnamese origin in early 40s (translated from Vietnamese)

“During the pandemic, I had to go through housing assistance and everything [to pay my rent]. Something like that with EBT [Electronic Benefits Transfer], how they send you stimulus checks. Korea doesn’t have any of that stuff.”

–U.S.-born woman of Korean origin in late 40s

“I think my community is relatively traditional. Because 20 years ago, we went straight to Chinatown fresh off the plane [after immigrating]. I still remember being in [the local] hospital, lots of social workers were there to help out, including with a medical insurance card, and applying for service, most importantly medical insurance. We all went to [the same] street. We relied on other Chinese people.”

–Immigrant man of Chinese origin in late 30s (translated from Mandarin)

Family ties contribute to increased awareness of government programs. For example, when asked how they learned about using government programs for help, some U.S.-born participants said:

“[I learned about the government programs from] my parents. I had to translate for them.”

–U.S.-born woman of Cambodian origin in mid-30s

“I was working at [a smoothie shop], and I was 17 and a half. … My college loan was like $50,000 [and I was] making $12.50 [an hour], how the hell am I supposed to be paying that month to month? Because my month-to-month was damn near $300, $500. My $12.50 an hour does not even cover for it, any of it, whatsoever. And, you know, me [having] been kicked out of home … I was living with my aunt. … I don’t want to burden her. So I had to go and ask her. She told me, ‘Hey, you should go and apply for food stamps.’”

–U.S.-born woman of Laotian origin in mid-30s

U.S.-born and immigrant focus group participants hold different views on education’s role in achieving a better future

“My friend, he started out at internship … I was too naive. I was laughing at the time, like, ‘Man you spend your time? You took buses there every day? No pay?’ … I just didn’t know the big picture behind [it]. I wish I could plan for [it] just like how they did.” PHUOC , FILM PARTICIPANT

Reflecting on what could lead to success and achieving the American dream, focus group participants who were born in or grew up in the U.S. emphasized the value of getting connected to the “right” opportunities:

“[You don’t have] to go to school to be successful. I mean, they say there are people who are book smart and just people who are street smart, you know. [As long as you] grow up and you know the right people … networking on the right people to get into things. Or, you know, the right people to do the right things to get to where you want to be in life.”

–U.S.-born man of Hmong origin in late 20s

Other participants said it would have helped if their families had a deeper understanding of how the education system prepares them for good careers:

“I feel if my parents were educated and they could have guided me in the right direction [for college] – although, they tried their best. I’m not blaming them. But, you know, if I had someone of a more academic background who knew the system … I will try my best to help my daughter out in college or help her choose what her major is going to be. [My parents couldn’t provide] that kind of help that really helped me in choosing my major. … And so I think just the background that we come from was not the best – or not having the full grasp of this system. … Versus someone who’s had parents here for multiple years, and their parents are now telling them, like, ‘Hey, this is not the right decision for you. Try doing this. This will be better in the long run.’”

–U.S.-born man of Pakistani origin in early 30s

Some also said firsthand knowledge of how to invest and how the U.S. financial system works would have helped:

“[In] the newer generation, we have access to learn all the things we need to, right? [I watch videos] that talk about, like, ‘These are the things you need to do in order to be financially successful. You need to invest your money, get into stocks,’ and stuff like that. And I know that not even 1% of my Hmong community knows anything about that stuff. … So I think we can be more financially successful, including myself, if we were to look more deeply into those things.”

–U.S.-born woman of Hmong origin in late 20s

“If you’re educated and know how, like, let’s say investments work, if you know how that’s done and then you apply it actually going through [someone] like investors or even stockbrokers, then you’ll see the fruits of your labor, or at least experience that, as opposed to not even having the knowledge or even the experience to begin with.”

–U.S.-born man of Cambodian origin in mid-30s

Some participants shared that even when they have some knowledge of financial institutions, they feel the system is working against them:

“I think systematic racism [is a barrier to achieving the American dream]. … I mean, if you own a car, you got to get the bank to approve you. … And they charge people with, like, no credit the highest fee, the most percentage, which are a lot of the folks [like] us trying to achieve the American dream. And then we go to neighborhoods that have the highest crime rate, we also have the most premiums. … And so I think that, one, we’re paying a lot more with much less … the system [was] set up well before minorities, and I think we’re pretty much going to fall behind.”

Many focus group participants also see the value of education, especially a college one, in leading toward a better future and achieving the American dream:

“[When I think of the American dream, it means] if you work hard enough, you can succeed. … You can get an education or a higher education. Then you have so many choices here and exposure to so many ideas and concepts that you wouldn’t otherwise.”

“The bachelor’s degree was important to me in the sense that I needed it so that I could apply for the jobs I wanted. … I guess it made things a bit easier.” THET , FILM PARTICIPANT (TRANSLATED FROM BURMESE)

But this sentiment resonated more with immigrant participants than those born in the U.S.:

“It is the education and the relevant knowledge I think that our Hmong people must have. We’ve been living in this country for the last 45 years. I think that to live in this country, it is very important for some people. I do not think everyone has a ‘lawyer’ or a ‘doctor’ in their house. If it happens, maybe we will reach our goal and the poverty will gradually disappear from our lives.”

–Immigrant woman of Hmong origin in mid-30s (translated from Hmong)

“I think if I obtain any degree, I would perhaps be able to do something.”

Assumptions about Asians hurt their chances of overcoming challenges

Participants shared that other people’s assumptions about Asians complicate their experience of living with economic hardship. Asians are often characterized as a “model minority” and portrayed as educationally and financially successful when compared with other groups.

Some participants shared how the assumption that all Asians are doing well hurt their ability to seek help:

“I have a daughter … she’s the only Asian in class. … Everybody tends to think, ‘She’s Asian; she’s so smart; her mommy has money. So you got to invite her to your birthday party because her mom is rich. [Her] mom will buy you a present.’ … I’m not rich, but because we’re Asian … she’s invited to all these parties.”

–U.S.-born woman of Hmong origin in early 30s

“What I can assume is that outside of our community, especially at the government level, [including] state level and central federal level here, we are missing out or not eligible for benefits. In their opinion, we are rich, no matter if we are working or not. [They may think] our stories may not be genuine. They may think we are making up a story [if we apply for benefits].”

Striving for the American dream

Freedom was a recurring theme in how focus group participants define their American dream. Two aspects were mentioned. The first was freedom from debt and stress over making ends meet, such as paying for everyday basic needs including rent and food. The second was the ability to make life choices freely without financial constraints, enabling them to live the life they aspire to.

Reaching the American dream

Half of Asians living near or below the federal poverty line say they believe they have achieved the American dream or are on their way to achieving it, the survey found. This includes 15% who say they have achieved it and 36% who say they are on their way. By comparison, among those living above the poverty line, 27% say they’ve achieved the American dream, and another 46% say they are on their way.

“Before I came to America, I had never heard of the American dream. … But because I was able to at least bring my son along, not only my life but also his education has improved significantly.” THEIN , FILM PARTICIPANT (TRANSLATED FROM BURMESE)

Among focus group participants, many were optimistic about reaching the American dream for themselves:

“[To me, the American dream is] the opportunity to come to America. I’ve learned a lot after reaching here. And I’ve been able to help my parents and relatives. Despite facing some troubles here, I’ve [provided them a] little financial assistance. I would’ve been unable to help them if I had been in Bhutan.”

–Immigrant woman of Bhutanese origin in late 40s (translated from Dzongkha)

Some participants were also hopeful that the next generation can achieve their American dream, even when they themselves are not there yet:

“When I think about the American dream, I look back at myself, because I belong to the first generation that came to this country. We all started very late. I know that this country will help you, but really it will not be easy for us. … What I think will help me to be happy is to ‘reach the American dream.’ If I can’t achieve it, then I will support my children so that they can reach the dream and I will be happy with them. I will give my children money to help them study.”

“If I can’t get [the American dream] for myself, it is okay. No matter how I am, I’ve already reached half of my life. But I’ve done as much as I can do for [my children], so my responsibility is done. If it’s their turn, I believe they will be able to do all that I couldn’t. I believe it.”

“I would like to own a home one day. And at this rate, and like many of my peers, that’s not a reachable goal right now. I don’t see it being a reachable goal for me for a very, very, very long time.” TANG , FILM PARTICIPANT

Still, the survey found that 47% of Asian adults living in poverty say the American dream is out of reach for them, higher than the share among those living above the poverty line (26%). Not all Asians living in poverty feel the same way about achieving the American dream, with U.S.-born Asians in the focus groups being less optimistic about reaching the American dream than immigrant Asians.

“In a certain era with the U.S. and the immigrants coming, the American dream [was] you come, you study, you do this, you can climb up the ladder, etc., etc. That was the big American dream. And I think there was a period where that was possible. Not any longer.”

Others also shared worries about their prospects of reaching the American dream because of different immigration histories and economic concerns such as inflation:

“I think I was conditioned to think too small to have the American dream. … Vietnamese Americans came over here at a very specific time. … There were Chinese Americans that came here like centuries ago, and they had the time to build generational wealth. We know that Vietnamese people came here in the ’70s. That’s not enough time to grow generational wealth.”

–U.S.-born woman of Vietnamese origin in late 20s

“I have kids. … They’re spoiled. … Now with inflation, houses are more expensive now [than 10, 20 years ago], right? Let’s say 20 years from now, when they buy a house, [the American dream] is going to be unachievable, you know what I mean? Like, unless they are a TikTok star or an entertainer or some kind. … [It’s] going to be tough.”

–U.S.-born man of Chinese origin in late 30s

Freedom from debt

For many participants, being debt-free is important to their vision of the American dream and promotes a life with more financial stability and independence:

“[If I could choose one dream in America, it would be to have] no debt. … When buying something, they always say, ‘Be careful, or you’ll be in debt.’ … And that is what got stuck in my throat.”

–Immigrant woman of Laotian origin in mid-30s (translated from Lao)

“[I haven’t achieved the American dream because I’m not] debt-free, you know, just trying to have extra money, instead of living paycheck to paycheck.”

“[My dream in America is] to be independent, for example, we always lived with the money of mom and dad. One is to be independent when you come here. Let me earn so much money that if I go to the store and buy something, I don’t even have to look at the price tag. That [is] my dream.”

–Immigrant woman of Nepalese origin in early 40s (translated from Nepali)

Participants shared that being debt-free also means having less stress and worry about making ends meet so that they can have extra resources and bandwidth to help their families:

“[The most important thing to achieving the American dream is] being debt-free and having real estate and income steadiness. … If you have rent income, you’re not trading in your time for money, so you have real estate. … You’re not stressing, you have time for your kids more, and your family. You’re probably a little bit happier.”

–Immigrant man of Cambodian origin in mid-20s

“The main thing is that I want to fully support my father and mother, and that I don’t have to worry about [how] I will support myself, or how I will pay my house rent. This is my number one.”

–Immigrant woman of Bangladeshi origin in late 20s (translated from Bengali)

For others, having a stable job is an important step to reaching the American dream:

“I want to have a job, and if I have a job, I’ll have money. I’m only working three and a half days a week right now, and I want to work more. I want more jobs the most, right now. I don’t need anything in America. Just a job.”

Freedom to dream

Focus group participants mentioned having the financial ability to not only meet their basic needs, but also pursue their dreams. Asians born in the U.S. mentioned the freedom to chase one’s aspirations without financial constraints more often than immigrants. Regardless of nativity, the ability to live the life they want is fundamental to many focus group participants’ definitions of the American dream:

“[When] everyone around you is immigrants and you’re all just trying to survive, the only thing you’re trained to think about is survival. But you’re not thinking about investment. Like, when you grow older and you start thinking, ‘Okay, I need to spend money to make money,’ that’s when you start thinking bigger. Yeah, I’m not just thinking about like having one home, I want 10 homes.”

“[Financial] stability is you have nothing but you could survive. [Financial] freedom is you have enough that you can do anything you want. That’s my financial freedom.”

“As it was so hard at that time … what motivated you to keep going and work so hard?” “My strength, my mindset was I wanted to earn money so that my children could have a bright future.” PHUOC AND PHONG , FILM PARTICIPANTS (TRANSLATED FROM VIETNAMESE)

The American dream, to some focus group participants, is about more than financial achievements. Finding happiness and helping others, ultimately leading them to live the life they desire, are key parts of their American dream.

“I want to thank [another participant] for saying ‘self-actualization,’ because personally I think it’s really powerful to be able to know what you want. Because then you’ll know what kind of job you want, what kind of house you want, whether you want to be in politics or not. Like, loving yourself and understanding yourself to your core, then that will be the [deciding factor].”

–Immigrant man of Cambodian origin in early 40s

“I think for me [the American dream] is that there is a house for me, with no interest, I do not owe any loan, my parents could live there comfortably, their struggle is over, and also I have enough … to be able to do something for Pakistan later [in life], God willing.”

–Immigrant woman of Pakistani origin in mid-20s (translated from Urdu)

“[Some people define success as having] lots of money, kids, cars, right? But that’s not really … what I would consider success. Success is something that – does it make you happy? … Are you happy every day going to work? Does it make you happy? When you come home, are you happy?”

About this project

Pew Research Center designed these focus groups and survey questions to better understand the experiences of Asian Americans living with economic hardship. By including participants who are among the Asian origin groups most likely to experience poverty, the focus groups aimed to capture, in their own words, their experiences and challenges in America today. The discussions in these groups may or may not resonate with all Asians living in poverty in the United States.

The project is part of a broader research portfolio studying the diverse experiences of Asians living in the U.S.

Survey and demographic analysis of Asians living in poverty

For a comprehensive examination of Asian adults’ experiences with economic hardship from Pew Research Center’s 2022-23 survey of Asian Americans, as well as a demographic analysis of the U.S. Census Bureau’s 2022 American Community Survey, read “Key facts about Asian Americans living in poverty.”

Videos throughout this data essay illustrate what focus group participants discussed. Individuals recorded in these video clips did not participate in the focus groups but were selected based on similar demographic characteristics and thematically relevant stories.

Watch the short film related to the themes in the data essay.

Methodological note

This multi-method research project examines the many facets of living with economic hardship among Asian Americans today.

The qualitative analysis is based on 18 focus groups conducted in February 2023 in 12 languages with 144 participants across four locations. Recruited participants had an approximate family income that is at or below 140%-250% of the federal poverty line, depending on the location. More information about the focus group methodology and analysis can be found in the focus group methodology .

The survey analysis included in this data essay is based on 561 Asian adults living near or below the poverty line from Pew Research Center’s 2022-23 survey of Asian Americans, the largest nationally representative survey of Asian American adults of its kind to date, conducted in six languages. For more details, refer to the survey methodology . For questions used in this analysis, refer to the topline questionnaire .

Acknowledgments

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. The Center’s Asian American portfolio was funded by The Pew Charitable Trusts, with generous support from The Asian American Foundation; Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; the Doris Duke Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this survey possible.

The strategic communications campaign used to promote the research was made possible with generous support from the Doris Duke Foundation.

This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

• In this data essay, definitions of “living near or below the poverty line” and related terms differ between survey respondents and focus group participants. Refer to the terminology box for details. ↩

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .