Abstract
Precollege study abroad in English-speaking countries is an increasingly popular educational strategy among Asian families. We used grounded theory method to construct a model of cultural adjustment process for unaccompanied minors based the retrospective narratives of 10 (8 male) South Korean adolescents who came to the United States, unaccompanied by parents, to attend middle schools or high schools. We found that unaccompanied minors' cultural adjustment progressed from their predeparture ambivalence to initial sense of vulnerability to an eventual sense of reengagement. Unaccompanied minor students' pervasive sense of vulnerability upon arrival was heightened not only by their lack of English fluency but also their reluctance to seek the support of parents in Korea and of local Korean peers. This study has implications for educators and counselors in secondary schools who work with international students who are unaccompanied minors.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 244-253 |
| Number of pages | 10 |
| Journal | Cultural diversity & ethnic minority psychology |
| Volume | 20 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2014 |
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ASJC Scopus subject areas
- Social Psychology
- Sociology and Political Science
Cite this
Navigating the cultural transition alone : psychosocial adjustment of Korean early study abroad students. / Kim, Hyun J.oo; Okazaki, Sumie.
In: Cultural diversity & ethnic minority psychology, Vol. 20, No. 2, 01.04.2014, p. 244-253.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Navigating the cultural transition alone
T2 - psychosocial adjustment of Korean early study abroad students
AU - Kim, Hyun J.oo
AU - Okazaki, Sumie
PY - 2014/4/1
Y1 - 2014/4/1
N2 - Precollege study abroad in English-speaking countries is an increasingly popular educational strategy among Asian families. We used grounded theory method to construct a model of cultural adjustment process for unaccompanied minors based the retrospective narratives of 10 (8 male) South Korean adolescents who came to the United States, unaccompanied by parents, to attend middle schools or high schools. We found that unaccompanied minors' cultural adjustment progressed from their predeparture ambivalence to initial sense of vulnerability to an eventual sense of reengagement. Unaccompanied minor students' pervasive sense of vulnerability upon arrival was heightened not only by their lack of English fluency but also their reluctance to seek the support of parents in Korea and of local Korean peers. This study has implications for educators and counselors in secondary schools who work with international students who are unaccompanied minors.
AB - Precollege study abroad in English-speaking countries is an increasingly popular educational strategy among Asian families. We used grounded theory method to construct a model of cultural adjustment process for unaccompanied minors based the retrospective narratives of 10 (8 male) South Korean adolescents who came to the United States, unaccompanied by parents, to attend middle schools or high schools. We found that unaccompanied minors' cultural adjustment progressed from their predeparture ambivalence to initial sense of vulnerability to an eventual sense of reengagement. Unaccompanied minor students' pervasive sense of vulnerability upon arrival was heightened not only by their lack of English fluency but also their reluctance to seek the support of parents in Korea and of local Korean peers. This study has implications for educators and counselors in secondary schools who work with international students who are unaccompanied minors.
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UR - http://www.scopus.com/inward/citedby.url?scp=85027951240&partnerID=8YFLogxK
U2 - 10.1037/a0034243
DO - 10.1037/a0034243
M3 - Article
C2 - 24099484
AN - SCOPUS:85027951240
VL - 20
SP - 244
EP - 253
JO - Cultural Diversity and Ethnic Minority Psychology
JF - Cultural Diversity and Ethnic Minority Psychology
SN - 1099-9809
IS - 2
ER -