scholarly journals L2 Identity Formation of Korean Students in the US Public Schools

2009 ◽  
Vol 51 (4) ◽  
pp. 297-323
Author(s):  
김양희
2009 ◽  
Vol 6 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Martha W. Rees

Much has been written about the costs—and benefits--of migration--in terms of the costs to the US (or receiving regions) and of the benefits to migrants. Massey (2005) concludes that because (Mexican) immigrants pay taxes, they are not a drain on public services. In fact, migrants are less likely to use public services, and pay taxes for services they don’t use. Almost two-thirds have Social Security taxes withheld, only 10% have sent a child to public schools, and under 5% or have used food stamps, welfare, or unemployment compensation. They also pay sales taxes. In terms of criminality, Rumbaut and Ewing (2007) refute the myth that migrants bring crime. They find that Mexican immigrant men have a lower rate of incarceration (0.7%) than US born Latinos (5.9%) or for US born males (3.5%).


Author(s):  
Ol’ga A. Pylova ◽  

The article focuses on the emigration of Ukrainians to the US and the formation of a Ukrainian diaspora there. Emigration from ethnic Ukrainian territories began at the end of the nineteenth century and has continued to the present day. The generally accepted periodisation considers five waves of emigration (before 1914, 1914–1945, 1945–1986, 1986–2014 and after 2014) and therefore five stages of the diaspora formation. As the study shows, the stages or waves of emigration from Ukraine largely coincide with the migration processes in the Russian Empire, the Soviet Union and finally in the post-Sovi- et space, but there are also a number of differences that need to be understood. The diaspora issues were often linked to issues of emigrant self-determination, identity formation as well as the policies of the recipient state. Political, social, educational and other organisations have been formed within the diaspora over the course of its existence, with the diaspora institutionalisation pro- cesses varying according to the specific historical period. In the context of the continuation of the next stage of Ukrainian emigration to the United States and the evolution of the diaspora today, a historical and genetic study of the transmigration of Ukrainians overseas and the formation of diaspora structures acquires particular relevance.


Author(s):  
Walter Feinberg

This chapter provides background information on the relationship between religion and public schools and then describes the different kinds of religion courses currently offered in some public schools. While the US Supreme Court has banned compulsory devotional religious exercises, it has not banned the nondevotional teaching of religion. The different types of religion courses command different kinds of justifications, and the legal and educational merits of these justifications are presented. The author concludes by proposing a case for teaching religion that is both constitutionally and educationally acceptable. This case rests upon the importance of the development of autonomy to the liberal tradition, and it shows how the teaching of religion as a humanistic study can serve this ideal.


2016 ◽  
Vol 8 (4) ◽  
pp. 89-116 ◽  
Author(s):  
Heesoon Jun

Abstract The purpose of the present study was to demonstrate specific strategies to deconstruct dichotomous, hierarchical, and linear thinking styles and to develop holistic thinking. Developing holistic thinking is the foundation of increasing intercultural competencies for students, faculty, managers, and CEOs. Holistic thinking style allows us to view the world from both Western (linear) and Eastern (non-linear) perspectives. Participants were 35 students (23 American and 12 South Korean students) in an intercultural competence course at a State College in the US. The study found that it is possible for Westerns to increase non-linearity (holistic thinking) by completing specific repetitious reflective writing on a regular basis without censoring. Limitations of the study were the small sample size (N=35) and the short duration (3 months).


Author(s):  
James D. Williams

Available data indicate that academic performance among students in the United States has in many cases remained unchanged or has been declining over several decades despite concerted efforts at the state and federal levels in improve performance. With regard to public schools, the decline is commonly attributed to large class size and insufficient funding. Although numerous studies have examined funding and class size and their influence on student performance, many of these investigations did not consider the available longitudinal data. Consequently, they fail to provide a clear examination of both funding and class size effects. Close examination of these data from the US Department of Education, however, shows no significant funding or class-size effect. The present study involved data mining the vast store of education research produced at the US Department of Education to examine the role of class size and funding on public education.


2020 ◽  
Vol 7 (3) ◽  
pp. 142
Author(s):  
Jennifer Kim

Comedy that challenges race ideology is transformative, widely available, and has the potential to affect processes of identity formation and weaken hegemonic continuity and dominance. Outside of the rules and constraints of serious discourse and cultural production, these comedic corrections thrive on discursive and semiotic ambiguity and temporality. Comedic corrections offer alternate interpretations overlooked or silenced by hegemonic structures and operating modes of cultural common sense. The view that their effects are ephemeral and insignificant is an incomplete and misguided evaluation. Since this paper adopts Hegel’s understanding of comedy as the spirit (Geist) made material, its very constitution, and thus its power, resides in exposing the internal thought processes often left unexamined, bringing them into the foreground, dissecting them, and exposing them for ridicule and transformation. In essence, the work of comedy is to consider all points of human processing and related structuration as fair game. The phenomenological nature of comedy calls for a micro-level examination. Select examples from The Smothers Brothers Comedy Hour (1968), The Richard Pryor Show (1977), Saturday Night Live (1990), and Chappelle’s Show (2003) will demonstrate representative ways that comedy attacks and transforms racial hegemony. 


Author(s):  
Julie Buckner Armstrong

Southern literature provides numerous, diverse responses to the civil rights era. Produced during the movement itself and continuing into the 21st century, southern civil rights writing appears as poetry, drama, memoir, graphic narrative, short stories, and novels, including literary fiction and bestsellers. Movement-related works commemorate events, places, and people both famous and unknown. Authors speak of political awakening to systemic racism and violence. They consider the effectiveness of organizing tactics and the ethical implications of resistance strategies. They write compellingly about the ways segregation, protest, race relations, and sweeping social changes affect individuals and their relationships. Southern literature also exists in complex relationship to the civil rights era due in part to both terms’ fluid, evolving definitions. “Southern literature” can refer to works written in and about the American South, yet both of these categories remain more dynamic than static. The South is demarcated geographically as the United States’ southeastern and south central tier and historically as a region with ties to the former Confederacy. The South’s vexed legacy of slavery and segregation plays a role in defining a regional identity that some consider to be distinctive in terms of dialect, food culture, and an emphasis on conservative views of family, community, religion, place, and history. Many scholars, however, see constructions of a distinct southern identity with an accompanying literature as outmoded, particularly in an era of shifting demographics within the US and globalization more broadly. Like “southern literature,” the “civil rights era” resists rigid definition. The movement itself can refer to the period from the US Supreme Court’s 1954 Brown vs. Board of Education decision desegregating public schools to the 1965 Voting Rights Act—an era focused on specific civil rights leadership, goals, and, notably, the American South. Alternatively, one can define the movement more comprehensively to look at what happened before and after “the King years,” referring to the period’s iconic figure Martin Luther King Jr. This version of civil rights extends the movement to points North and West, includes Black Power (typically focused on the late 1960s and early 1970s), and links it to contemporaneous human rights and post-colonial struggles. Authors from the American South respond to this broader story by connecting the movement to issues such as immigration; policing and incarceration; economic and environmental justice; and lesbian, gay, bisexual, and transgender (LGBT) rights. Here writers depict a dynamic, multifaceted South that continues striving to transform political ideals into realities.


Author(s):  
Maurice Crandall

Carlos Montezuma was one of the most influential Indians of his day and a prominent leader among the Red Progressives of the late 19th and early 20th centuries. Born to Yavapai parents in central Arizona, he was kidnapped by O’odham (Pima) raiders at a young age, and sold soon after into the Indian slave trade that for centuries had engulfed the US-Mexico borderlands. Educated primarily at public schools in Illinois, Montezuma eventually went on to be the first Native American graduate of the University of Illinois (1884) and one of the first Native American doctors (Chicago Medical College, 1889). Montezuma was a lifelong friend of Richard Henry Pratt, the founder of the Carlisle Indian Industrial School, and he firmly believed in the importance of Indian education. He insisted that educated Indians like himself must serve as examples of what Indians were capable of achieving if given the opportunities. He became deeply involved in the pan-Indian reform movements of the day and was one of the founding members of the Society of American Indians. Montezuma had a rocky relationship with the group, however, because many in the organization found his calls for the immediate abolition of the Indian Bureau and an end to the reservation system difficult to accept. From 1916 to 1922, he published his own journal, Wassaja, in which he relentlessly assailed the Indian Bureau, the reservations, and anyone who stood in the way of Indian “progress.” But Montezuma’s most important work was as an advocate for his own people, the Yavapais of Fort McDowell, Arizona, and other Arizona Indian groups. He spent the final decade of his life working to protect their water, land, and culture, and eventually returned to his Arizona homelands to die, in 1923. Although he was largely forgotten by historians and scholars in the decades after his death, Carlos Montezuma is now correctly remembered as one of the most important figures in Native American history during the Progressive Era.


2017 ◽  
Vol 9 (2) ◽  
pp. 44
Author(s):  
Yahya Alghamdi

The purpose of this paper is to shed light on the concept of multiculturalism in educational settings in the US. Particularly, it discusses the term multicultural education as well as some of its advantages in education. Also, this paper presents an overview of the history and key dimensions of multicultural education in the US. In addition, it presents some of the current major issues and dilemmas of multicultural education that inhibit its effectiveness in many public schools around the US. Finally, this paper provides some practical suggestions and insights for an effective implementation of a multicultural education system.


2021 ◽  
pp. 000276422110562
Author(s):  
Sohana Nasrin ◽  
Dana R. Fisher

How does collective identity form in virtual spaces and what role do hashtags play? This paper takes advantage of a unique dataset that includes surveys from activists who organized the nationally coordinated climate strikes in the US that began in spring 2019 to answer these questions. Building on the research about collective identity formation online and the role that hashtags play, we employ social network analysis to assess how collective identity forms online over three waves of protests. In particular, we analyze how activists involved in the youth climate movement used hashtags to project their collective identities and create collective narratives. Our findings show how hashtags use varied over the period of our study, in some cases indicating the formation of a thin collective identity. They also show that there are patterns in the ways hashtags are employed by activists in the movement that suggest the formation of subaltern narratives among those affiliated with youth-led groups. Our paper concludes by considering how this finding helps us understand collective identity in virtual spaces and the role that hashtags play more specifically within social movements.


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