Alteration of the Linguistic Educational System for Korean Immigrant Students in the United States
Session Number
Project ID: BHVSO 20
Advisor(s)
Dr. Devon Madon, Illinois Mathematics and Science Academy
Discipline
Behavioral and Social Sciences
Start Date
20-4-2022 10:05 AM
End Date
20-4-2022 10:20 AM
Abstract
The limited educational spectrum results in implicit biases that neglect or discriminate against Asian learners while perpetuating negative racial stereotypes. On the other hand, the lack of educational opportunities for Asian populations rooted in implicit biases can cause explicit biases to justify an intended and collective threat or violence due to their race or ethnicity.
The goal of my research is to explore how cultural competency can create an alteration of the linguistic educational system through culturally responsive curriculums. Ultimately, culturally competent pedagogy should obstruct both implicit and explicit biases. This research will focus on the following: examining the history of education in America, demographic data showing the racial and ethnic diversity among students in public high schools, perpetuated discriminatory practices in the assimilation of western culture and biases of the linguistic education, the importance of culturally competent pedagogy, and the methods in which educators can teach culturally competent pedagogy.
When educators practice cultural competency in the classroom, Korean immigrant students can develop their cultural identities, self-esteem, and multilingualism along with succeeding in their academic and social growth. Accordingly, culturally competent pedagogy can be beneficial for Korean immigrant students since they can preserve home-language learning, cultural experiences, cognitive values, and social integration.
Alteration of the Linguistic Educational System for Korean Immigrant Students in the United States
The limited educational spectrum results in implicit biases that neglect or discriminate against Asian learners while perpetuating negative racial stereotypes. On the other hand, the lack of educational opportunities for Asian populations rooted in implicit biases can cause explicit biases to justify an intended and collective threat or violence due to their race or ethnicity.
The goal of my research is to explore how cultural competency can create an alteration of the linguistic educational system through culturally responsive curriculums. Ultimately, culturally competent pedagogy should obstruct both implicit and explicit biases. This research will focus on the following: examining the history of education in America, demographic data showing the racial and ethnic diversity among students in public high schools, perpetuated discriminatory practices in the assimilation of western culture and biases of the linguistic education, the importance of culturally competent pedagogy, and the methods in which educators can teach culturally competent pedagogy.
When educators practice cultural competency in the classroom, Korean immigrant students can develop their cultural identities, self-esteem, and multilingualism along with succeeding in their academic and social growth. Accordingly, culturally competent pedagogy can be beneficial for Korean immigrant students since they can preserve home-language learning, cultural experiences, cognitive values, and social integration.