Korean Students' Minority Schooling Experience in Japan

Autor/in	Ahn, Ruth
Titel	Korean Students' Minority Schooling Experience in Japan
Quelle	In: Intercultural Education, 23 (2012) 3, S.249-263 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2012.699372
Schlagwörter	Power Structure; Foreign Countries; Social Environment; Early Admission; Minority Group Students; Qualitative Research; Student Attitudes; Interviews; Asians; Low Achievement; High School Students; Racial Discrimination; Acculturation; Cultural Differences; Teacher Student Relationship; Educational Experience; Japan + Suchen Sie Ihr Suchwort? Ausland; Soziales Umfeld; Früheinschulung; Qualitative Forschung; Schülerverhalten; Interviewing; Interviewtechnik; Asian; Asiat; Asiatin; Asiaten; Asiate; Unterdurchschnittliche Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Racial bias; Rassismus; Akkulturation; Kultureller Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung
Abstract	A qualitative study conducted in western Japan examined the perceptions of Korean students in Japanese junior high school to identify factors contributing to a consistently low high school advancement rate compared to mainstream Japanese students. Fourteen people were interviewed about their Korean students' experiences in Japan. The findings of this study suggest that factors contributing to the low high school advancement rate among Korean students cluster around three themes: (1) discrimination experienced in society at large and at school, (2) assimilation to become more like the Japanese, and (3) inconsistent cultural and insufficient academic support given by the school and teachers. Findings from this study indicate how the power structure in a social context of schooling influences minority students' learning and also confirmed in part Ogbu and Cummins' theories of how power relations between the subordinated and the dominant affect minority students' schooling experiences and learning. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10