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| Unique sociocultural constructs | Tailored intervention levers |
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| (A) Cultural preference for sedentary behavior, strong academic pressure versus physical or outdoor activity | Frame physical activity skills as necessary for academic Achievement; social campaign to frame academic success as a function of good nutrition and active lifestyle; more community and team-based outlets for physical activity and sports |
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| (B) Children separated from parents (due to distant employment and satellite-baby phenomenon) | Grandparent nutrition education both in the US and China |
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| (C) Children separated from parents (food eaten at home versus at school) | Grandparent and parent nutrition education both in US and China |
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| (D) Pressure to feed from grandparents (due to one-child policy impact or beliefs about chubby babies as healthy) | Grandparent and parent education about health and nutrition; target grandparents through locally based social circles and media to alter climate of attitude |
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| (E) High diversity and number of food outlets in Chinatown | Involvement of local restaurants and retailers in social campaign on portion sizing; make transparent the calorie and nutrition content of Asian foods; create competitive playing field for local food outlets to be recognized as health entrepreneurs |
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| (F) Beliefs about healthfulness of traditional vs. Western foods (especially snacks) | Making transparent the calorie and nutrition content of traditional, unpackaged foods; educational campaign for schoolchildren and adults on quality of traditional foods and nutrition label reading |
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| (G) Parents’ own experience of food scarcity | Parenting education about the experience of immigration and children’s exposure to the obesogenic environment |
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| (H) Traditional versus Western ideals of independence among youth (peer-influence) | Advocacy intervention through youth leaders |
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| (I) Bicultural conflict (Asian versus Western) | Build esteem around Asian identity; role modeling |
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| (J) Dislike of school lunch and high consumption of poor after-school foods | Introduce Asian flavors to school lunches; improve after-school menus |
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| (K) Strong affinity for local primary care | Obesity education for local primary care; deliver educational messaging to patients through primary care |
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