This mixed-methods research study investigates Pakistani Muslim American immigrant two mother-daughter dyads' styles of social interactions (inclusive of the content of social interactions) during three virtual museum visits designed to contribute to their ethnic identities. Data were collected from (1) qualitative significant anecdotes; (2) semi-structured interviews; (3) observation rating scales; and (4) a rank-order survey of cognitive and affective skills. Qualitative data was analyzed using four a priori themes. The data was triangulated, and the findings revealed agreement between datasets, namely qualitative observations, the observation rating scale, and sources (i.e., participants' work products, survey responses, and conversations while cooking). Triangulation indicated that, regardless of the methodology or sources used, analyses indicated participants' social interactions contributed to knowledge and behaviors regarding ethnic identity. The study concluded that the mother-daughter dyads' social interaction styles were primarily verbal (e.g., asking questions commenting/explaining). These social interaction styles enhanced cognitive skills (e.g., learning through talking and attempting to find meaning, using photos) and affective skills (e.g., finding museum visits interesting, enjoyable, and/or pleasurable) while simultaneously contributing to their ethnic identity. In addition, the dyadic social interactions before, during, and after museum visits contributed to ethnic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]