NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ923328
Record Type: Journal
Publication Date: 2011-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1082-3301
Korean Immigrant Mothers' Perspectives: The Meanings of a Korean Heritage Language School for Their Children's American Early Schooling Experiences
Kim, Jinhee
Early Childhood Education Journal, v39 n2 p133-141 Jun 2011
This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering Korean immigrant mothers' perspectives on American early schooling. As part of an ethnographic research project on Korean-American children's peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children's challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children's behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This study suggests that teachers' deep understanding of culturally different perspectives on children's behaviors, along with systematic social and emotional support, can help these children attain psychological well-being.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A