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Article Excerpt
The purpose of this study was to identify the perceptions of professors and students on the cultural/learning and linguistic characteristics contributing to the academic difficulties of Korean college students in the United States. The participants in this study consisted of 25 college professors and 19 Korean college students from a liberal arts college. Data were gathered by means of questionnaires and interviews. Because the sample was small, intact and limited to one college, the findings cannot be generalized beyond this selected group. Analysis of data indicated that both groups (professors and students) listed and commented on factors or variables that are unique to this population. The participating professors identified the following Korean college students characteristics: (a) lack of class participation, (b) view professors role as absolute authority (c) difficulties in openly expressing critical thinking (d) avoidance of eye contact during conversations (e) lack of understanding of "ownership of knowledge" (f) difficulties with the structure of the English language, (g) inability to properly answer negative questions, and (h) preference of speaking Korean over English. The participating Korean students' responses mentioned: (a) view professors as having absolute control/authority of class (b) comfortable with large group classes (c) perceived academic knowledge as public domain, (d) preference of lectures over other teaching styles and (e) difficulties with English oral communication and grammar. These findings are in agreement with studies conducted by Oak (2003), Regan (1998), Robinson (2003), and Suh (1999), which identify a linkage between culture, language, and learning. The responses of college professors and Korean students showed that there are cultural/learning and linguistic factors that are specific to this population and which may influence these students academic achievement in colleges in United States. These finding points out the importance of college professors to become knowledgeable about cultural diversity and multicultural education practices in their teaching.
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With technological advances in the 20th century, the world has literally become a smaller place, more accessible to all people. This is particularly true in the United States, where different nationalities have congregated to live alongside each other in a "global village." The Korean War in the 1950s, the Cuban crisis in the 1960s, the Vietnam War in the 1970s, and the Algerian and the African crises in the 1980s as well as the 1990s Bosnian crisis, brought large numbers of immigrants to the United States, including those from South Korea. According to Yu and Choe (2003), the Korean population in the United States is over one million, with Korean students comprising a significant number, which is likely to increase in the near future. For this reason, it has become imperative for American educators to identify the cultural differences of East and West and to try to understand the important role these differences play in both, students' learning environments and educational achievement.
It has been said that knowledge of traditions and cultures that differ from our own, draws us closer to the global unit that we all are a part of (Gay, 1995; Lee, 1987; Shuter, 2000). Although educators have investigated teachers' attitudes toward cultural/ethnic groups, there are few studies on Korean students, especially at the college level. For example, a significant number of multicultural education studies have focused on students and teachers in K-12 settings (Banks & Banks, 2001; Bennett, 1997; Gay, 1995). As of the year 2000, there has been an estimated 51,519 Korean students studying in colleges and universities within the United States (Institute of International Education, 2003), therefore, there is compelling evidence to take a closer look at Korean college students' cultural and linguistic characteristics. This study provides insights about the college population and provides implications for the provision of in-service education for college professors' understanding of Asian students, particularly Korean students.
The main purpose of this study was to identify the perceptions of college professors and students on the cultural/learning and linguistic characteristics/factors contributing to academic difficulties of Korean students in the United States. Professors' responses were compared to Korean college students' responses. Specifically, this descriptive study sought to answer two broad questions: (a) What do participating college professors identify as cultural/learning and language characteristics that may contribute to the academic difficulties of Korean students? (b) What do participating Korean college students identify as cultural/learning and language characteristics that may contribute to their academic difficulties? The responses of both groups helped the authors to recommend general steps in providing staff development to college professors in the area of multiculturalism as well as an orientation to Koreans interested in enrolling in US colleges or universities. In the discussion, cultural and learning characteristics have been grouped together since many of the learning and cultural indicators are interrelated.
Confucianism, Teaching and Learning in Korea
Unlike the United States, Korea is a homogeneous society. It has no ethnic minorities other than a small number of Chinese who immigrated to Korea a long time ago and their family members who were born in Korea. However, Korea has become a society of classes--upper, middle, and lower. Class status is based on educational achievement, political position, economic situation, and participation in social activities. Birth (i.e., family background) is no longer a determining factor of one's social status, although in some cases, it still plays an influential role. Thus, the approach and emphasis on education play an important role in the individual's learning style and his/her participation in educational settings as well as in his/her own values and attitudes. The Korean way of life, teaching, and learning are all based mainly on Confucian principles, which form the cornerstone of the Korean political, social, and educational systems. According to the Confucian philosophy, respect and absolute obedience to parents, elders, and teachers is the...
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