U.S. Korean Youth's Ideas and Experience of U.S. Education, U.S. Society, and U.S. History

Autor/in	An, Sohyun
Titel	U.S. Korean Youth's Ideas and Experience of U.S. Education, U.S. Society, and U.S. History
Quelle	(2009), (312 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-7844-0
Schlagwörter	Hochschulschrift; Dissertation; United States History; Historical Interpretation; American Studies; Citizenship; Global Approach; Young Adults; Adolescents; Racial Differences; Migration; Foreign Countries; Cultural Differences; Korean Americans; Sociocultural Patterns; Comparative Analysis; African Americans; Whites; High School Students; South Korea + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Historische Interpretation; Staatsbürgerschaft; Globales Denken; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rassenunterschied; Ausland; Kultureller Unterschied; Soziokulturelle Theorie; Afroamerikaner; White; Weißer; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korea; Republik
Abstract	Drawing on and conversing with the large body of research and literature on young people's historical understanding, Asian American education, transnational migration, and Korean American studies, this dissertation research explored contemporary U.S. Korean youth's ideas and experiences of U.S. education, U.S. society and U.S. history. Specifically to gain a rich understanding of how U.S. Korean youth make sense of U.S. history and how their sociocultural backgrounds affect the students' historical perspectives, this study investigated U.S. Korean high school students' demographic, sociocultural, migration backgrounds and their ideas and experiences of education, citizenship, transnationalism. In addition, U.S. Korean youth's historical perspectives were compared with African American and European American youth in the previous research so as to illuminate the impact of race on young people's understanding of history; also compared with adolescents in previous studies so as to extend current knowledge about young people's understanding of history. Data was collected through in-depth interviews with 42 U.S. Korean high school students in a university town of Midwest, supplemented by interviews with 15 parents and 3 school history teachers of the student participants. Students' rich narratives revealed that the seemingly homogeneous co-ethnic group was, in fact, highly heterogeneous. Along the dimensions of migration history, the co-ethnic youth were divided into three sub-groups, which exhibited different subjective identities in terms of national, racial, ethnic, cultural and/or social belonging. The three sub-groups revealed notable differences in their ideas and experiences of education, citizenship, transnationalism, racism and interracial/interethnic/intraethnic relations, which, in combined and complicated ways, affected the students' learning and understanding U.S. history and resulted in (1) significant intra-group difference within the U.S. Korean youth, (2) inter-racial difference between U.S. Korean, European American and African American youth, (3) several suggestive differences between U.S. Korean youth and U.S. adolescents in general regarding how young people of the United States learn and make sense of the nation's history and society. Implications of these findings for teachers, teacher educators, and researchers interested in teaching history/social studies education in the era of globalization and transnational migration are also presented. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10