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|Title:||Korean American College Application Process|
|Abstract:||This project explores the use of language in parent-child communication and its influence on the experience of Korean American students and their Korean immigrant parents during the college application process. Through investigating the use of Korean or English language in the home, the parent’s proficiency in English, the child’s Korean speaking ability, and the effect these communication issues have on these student’s college application process, this study aims to answer questions such as: what is the influence that Korean culture has upon the Korean American student’s college application process with its strong value in education? Are there challenges with an émigré’s parents unfamiliarity with the English language? Did the parent’s (in)ability to guide Korean American students in the college application process cause crises, stresses or other developments? This study is based on individual interviews, observations, supplemental readings, and surveys of second-generation Korean American students in comparison with non-Korean students on campus. It concludes that the college application process is highly characterized by self-made decisions with varying degrees of parent involvement and that the language proficiency of the parent is not necessarily an obstacle to the college application process so long as the child is fluent in English and has a well-informed academic advisor or sources of information.|
|Date Available in IDEALS:||2007-08-07|
This item appears in the following Collection(s)
Student Communities and Culture
The university offers an extraordinary opportunity to study and document student communities, life, and culture. This collection includes research on the activities, clubs, and durable social networks that comprise sometimes the greater portion of the university experience for students.
Diversity on Campus/Equity and Access
This collection examines ways in which the U.S. university and the American college experience are affected by diversity, and difference. In particular, these student projects examine experiences of diversity on campus, including important contemporary social, cultural, and political debates on equity and access to university resources.
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