A Case Study on Korean Immigrant & Trans-migrant Mothers' Educational Involvement with In- and Out-of-School Activities in the U.S.
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This qualitative case study investigates Korean mothers living in the southeastern U.S. regarding their aspirations and educational involvement with in- and out-of-school activities. Data was collected over a five-month period based on three in-depth interviews with each of the four participants. At the beginning of this study, all participants were categorized as immigrants. However, it became necessary to distinguish the participants as "immigrants and trans-migrants" while deeply interacting with the participants. This realization influenced overall data analysis so that I intended to show the detailed description of each steps of analysis that would be noteworthy for readers interested in qualitative research. The findings indicates that, in addition to internalized beliefs and aspirations of participants in education, the mutual influence of factors related to their diverse patterns of immigration or transnational migrant experiences led to different degree of involvement in education, even within the same ethnic group of Korean mothers residing in the U.S. This qualitative research aims not only just to represent the minority mothers through representation of their voices itself on the paper, but also to increase understanding of the reality embedded in educational involvement of the ethnic minority mothers. Finally, this study highlights that minority children, their families and communities are members of this society and their needs and concerns should also be shared and understood in the educational field.
Abstract
This qualitative case study investigates Korean mothers living in the southeastern U.S. regarding their aspirations and educational involvement with in- and out-of-school activities. Data was collected over a five-month period based on three in-depth interviews with each of the four participants. At the beginning of this study, all participants were categorized as immigrants. However, it became necessary to distinguish the participants as "immigrants and trans-migrants" while deeply interacting with the participants. This realization influenced overall data analysis so that I intended to show the detailed description of each steps of analysis that would be noteworthy for readers interested in qualitative research. The findings indicates that, in addition to internalized beliefs and aspirations of participants in education, the mutual influence of factors related to their diverse patterns of immigration or transnational migrant experiences led to different degree of involvement in education, even within the same ethnic group of Korean mothers residing in the U.S. This qualitative research aims not only just to represent the minority mothers through representation of their voices itself on the paper, but also to increase understanding of the reality embedded in educational involvement of the ethnic minority mothers. Finally, this study highlights that minority children, their families and communities are members of this society and their needs and concerns should also be shared and understood in the educational field.
참고문헌 (32)
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