Understanding 1.5 Generation Korean Americans: Considering Their Diversity and Educational Experiences
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One of the significant changes that happened in the Korean American community after the passage of the Immigration and Nationality Act of 1965 is the rise of 1.5 generation Korean Americans. Although “1.5 generation” has become a popular term commonly used within the Korean American community and academia, and they are known to be bilingual and bicultural Korean Americans who are between first and second generation immigrants, understanding exactly who they are and what they are going through as immigrants in the U.S. have not been thoroughly researched. This study examined some of the challenges in defining the term “1.5 generation,” the diversity within 1.5 generation Korean Americans, and educational experiences of 1.5 generation. The finding of this study shows that 1.5 generation who immigrated to the U.S. as adolescents, compared to those who immigrated as children, have different understanding of Korean language and culture and face greater adjustment challenges after their immigration because they face both adolescence and acculturation at the same time. Because there is such diversity within 1.5 generation Korean Americans in terms of their immigration and acculturation experiences, developing an accurate definition of 1.5 generation can be a complicated task. Despite the diversity found within this population, however, most 1.5 generation Korean Americans seem to share the difficulty of learning English, social isolation, racism and the development of negative identity as they first enter U.S. public schools, and the lack of quality English education puts some of 1.5 generation Korean Americans in a vulnerable place where they can develop both Korean and English literacy problems. More studies are needed to fully understand the diverse life and educational experiences of 1.5 generation Korean American population.
Abstract
One of the significant changes that happened in the Korean American community after the passage of the Immigration and Nationality Act of 1965 is the rise of 1.5 generation Korean Americans. Although “1.5 generation” has become a popular term commonly used within the Korean American community and academia, and they are known to be bilingual and bicultural Korean Americans who are between first and second generation immigrants, understanding exactly who they are and what they are going through as immigrants in the U.S. have not been thoroughly researched. This study examined some of the challenges in defining the term “1.5 generation,” the diversity within 1.5 generation Korean Americans, and educational experiences of 1.5 generation. The finding of this study shows that 1.5 generation who immigrated to the U.S. as adolescents, compared to those who immigrated as children, have different understanding of Korean language and culture and face greater adjustment challenges after their immigration because they face both adolescence and acculturation at the same time. Because there is such diversity within 1.5 generation Korean Americans in terms of their immigration and acculturation experiences, developing an accurate definition of 1.5 generation can be a complicated task. Despite the diversity found within this population, however, most 1.5 generation Korean Americans seem to share the difficulty of learning English, social isolation, racism and the development of negative identity as they first enter U.S. public schools, and the lack of quality English education puts some of 1.5 generation Korean Americans in a vulnerable place where they can develop both Korean and English literacy problems. More studies are needed to fully understand the diverse life and educational experiences of 1.5 generation Korean American population.
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