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This study explores how recent Korean immigrant students experience learning social studies and how their unique social, cultural, and educational backgrounds as new immigrants shape their experiences in American schools. Based on survey and in-depth interviews with 43 Korean immigrant students in two urban and three suburban/rural areas, this mixed methods study examines Korean immigrant youths’ perceptions about the nature of history and social studies as well as their experiences of learning social studies in their everyday classroom contexts. Our data analysis demonstrates that Korean immigrant students face varying difficulties in constructing meaning in US history and engaging themselves in social studies learning, which results in a negative learning experience and subsequent disinterest in social studies. Researchers identified three major challenges that Korean immigrant youths experience in their social studies classrooms: (1) Lack of English proficiency, background knowledge, and American patriotism, (2) White, American-centered perspectives and marginalization of their country of origin, and (3) Teachers’ lack of care and disengaging pedagogies. The findings of this study provide implications for creating more meaningful and culturally relevant social studies learning for immigrant students.

This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture.

This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame.

First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate.

Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture.

The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.

Considering that the internet is a useful source for health information, especially by foreign-born students, this exploratory study aimed to investigate international graduate students' internet use in the context of seeking health information.

Data were collected from 54 Korean graduate students in the USA using a survey questionnaire. Quantitative analysis using SPSS was conducted to describe Korean graduate students' internet use for seeking health information and to identify factors that possibly influence their health-information seeking activities.

The survey participants preferred Korean resources because of language problems and the internet was the primary source. They reported difficulties in identifying appropriate health information sources and understanding medical information. They often sought online health information to solve their or their family's current health problems and consequently, personal relevance was regarded as an important evaluation criterion, as was accuracy.

By looking at an understudied user group, this study leads to a better understanding of the patterns of internet use for seeking health information among a specific ethnic group. The findings of this study demonstrate the needs of health education materials and guidelines that introduce credible health information sources and medical information for Korean graduate students and their families.

Despite the increasing number of international students in the USA, there is a lack of research on the health information-seeking behavior of international students. The findings of this study will help health education specialists and health information professionals provide international students with necessary health information.

The purpose of the paper is to examine the relationship between family-related factors and academic performance for Asian and Hispanic immigrant students.

The study used data drawn from the Children of Immigrants Longitudinal Study. Data were collected from second-generation immigrant students in forms of surveys. A total of 10th to 12th grade Asian (n=3,022) and Hispanic immigrant students (n=1,664) reported their family income, father’s and mother’ education, parents’ education aspiration for them, their own education aspiration, English proficiency, family cohesion, and parent-child conflict. Their school performance indicated by grade point average demonstrated in school records was also collected. Data were analyzed with analysis of variance and regression techniques.

Family income and parent-child conflict were identified as predictors of immigrant students’ grade point average. When regression analyses were conducted separately for Asian and Hispanic students, different patterns emerged. Family income and parent-child conflict predicted Hispanic immigrant students’ academic performance whereas parent education aspiration and family income predicted Asian immigrant students’ academic performance.

The current study was among the first to examine how family emotional factors related to Asian and Hispanic immigrant students’ academic performance. The findings demonstrated some interesting patterns in terms of how different family-related factors contributed to the two immigrant student groups. It added to the existing literature about what distinguished Asian and Hispanic immigrant students’ academic achievement.

The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL.

Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy.

From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc.

From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies.

For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning.

The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education.

Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

The purpose of this paper is to describe culture- and context-specific suicidal behaviours among Korean-Canadian immigrants as a means to guiding the development of targeted culturally sensitive suicide prevention programmes.

Fifteen Korean-Canadian immigrants who had experiences with suicidal behaviours (e.g. suicidal ideation, suicide attempts) participated in this qualitative research study. Semi-structured interviews were conducted for 30-90 minutes individually and constant comparison analysis methods were used to inductively derive recurrent prevailing themes from the interview data.

The study findings reveal that causes and triggers for suicidal behaviours among Korean-Canadians most often emerged from academic and work pressures, estranged family and altered identities. Permeating these themes were deeply embedded cultural values, which according to the participants, could afford protection or heighten the risk for suicide.

By focussing only on first-generation Korean-Canadian immigrants, the results are limited in what they can reasonably say about other Canadian immigrant sub-groups.

In light of the current research findings, mental health care providers should be cognizant of immigrant patients’ cultural backgrounds and life circumstances as a means to further understanding what underpins their risk for suicide.

Notwithstanding the aforementioned limitation, this study contributes important empirical insights about Korean-Canadian immigrants’ suicidal ideation and risk/protective factors. This not only adds to the wider literature connecting culture and suicidality, it affirms the need for culture-specific research as a means to developing culturally sensitive mental health services.

The rising number of marriages between a Korean husband and a foreign wife, the growing influx of foreign migrant workers, and the ongoing entrance of North Korean defectors have diversified the racial and ethnic composition of student populations in South Korea. The increased diversity in student populations presents serious challenges to Korean schools that have long been accustomed to homogeneous population and culture. The current study provides an overview of the current educational conditions of “multicultural students,” encompassing three major groups: children of international-marriage couples, children of foreign workers, and children who are North Korean defectors (or born in South Korea to parents who are North Korean defectors). In particular, current school attendance of children from multicultural families and the educational challenges they face in school and at home are described. Then, this study introduces current policies and programs enacted by various agencies to deal with the diverse needs of those multicultural students and also to increase awareness among citizens of multicultural issues. Finally, this chapter closes by suggesting directions for further policies and efforts to promote multiculturalism in Korean education.

Osaka, with roots historically as deep as the Japanese state itself, reached what Hall refers to as a “golden age” first (Hall, 1998), only to be surpassed in the later 19th and 20th centuries by Tokyo, a backwater fishing village until the 17th century. Differences between Tokyo and Osaka begin with the function of each city, the physical structures, economic bases, and political practices of which all interacted to create the urban fabric into which the Korean migrants moved.

As an ethnic group, Korean Americans have one of the highest uninsured rates in the U.S. (Brown et al., 2000). Through in-depth interviews (n=14) and surveys (n=268), this study found that one-third of the sample was uninsured. High premiums prevented the uninsured from purchasing health insurance. Although health insurance has been a strong predictor of health services utilization, this study also found that when examining the utilization of various health services by health insurance status, there were no major significant differences with the exception of Korean traditional health services. High deductibles prevented insured persons from utilizing health services.