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Understanding Young Korean-American Children's Peer

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Understanding Young Korean-American Children's Peer UNDERSTANDING YOUNG KOREAN-AMERICAN CHILDREN’S PEER CULTURE AT A KOREAN HERITAGE LANGUAGE SCHOOL by JINHEE KIM (Under the Direction of Kyunghwa Lee) ABSTRACT This study examines how young Korean-American children interpret and share different cultural knowledge and practices with peers, how their shared understanding contributes to their peer culture, and how these children’s peer culture shapes and is shaped by local and larger cultural values and practices. Using ethnographic methods, data were derived from the participant observation of eleven children; field notes; video-and audio-recordings; interviews with their caregivers, teachers, school staff members; and the collection of artifacts over a research period of one academic year at a Korean heritage language school located in a metropolitan area in the southeastern United States. Drawing on multidisciplinary frameworks that include cultural psychology, a language socialization approach, and an interpretive reproduction approach, this study focused on understanding young Korean-American children’s shared meanings, norms, and practices in their peer culture. Specific findings were drawn from an inductive analysis based on grounded theory. Findings suggest that Korean-American children actively negotiate their shared meaning and reflect larger cultural values and beliefs within their peer culture. Through peer interactions, the most critical tool for socialization, these children negotiated with their peers the social and cultural knowledge they acquired from the adult world. This study not only sheds light on the peer culture of young Korean-American children but also provides important implications for early childhood education and teacher education. This study calls for further research on other rarely studied minority groups. INDEX WORDS: Peer culture, Korean-American children, Korean immigrant caregivers, Heritage language school, Self, Naming practices, Friendship, Conflicts, Ethnographic study UNDERSTANDING YOUNG KOREAN-AMERICAN CHILDREN’S PEER CULTURE AT A KOREAN HERITAGE LANGUAGE SCHOOL by JINHEE KIM B.A., Ewha Womans University, Korea, 1999 M.Ed., The University of Georgia, 2004 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2009 © 2009 JINHEE KIM All Rights Reserved UNDERSTANDING YOUNG KOREAN-AMERICAN CHILDREN’S PEER CULTURE AT A KOREAN HERITAGE LANGUAGE SCHOOL by JINHEE KIM Major Professor: Kyunghwa Lee Committee: Martha Allexasht-Snider Melissa Freeman Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2009 DEDICATION To my father (1949-2007) who believed and trusted me than any others in the world iv ACKNOWLEDGEMENTS I would like to express acknowledgement of those who have helped me complete this dissertation study and also to express how blessed I am. First of all, I am indebt to my participants including the children, caregivers, teachers, and school staff members who participated in this study. I cannot forget the children’s warm, lovely, innocent hearts and smiles: One day one of the participant children carefully pulled a broken ginger cookie within a transparent bag from his pocket, which it seemed, he had been keeping for me for a while. Special thanks to Fr. Choi and Jihee’s family who established the fundamental base for my research. I cannot appreciate enough the great contribution they made to this study. I would like to acknowledge the great support of Dr. Kyunghwa Lee, my advisor. She showed me what a genuine scholar looks like through her advising and mentoring. She has been with me from my first class of the master’s program at The University of Georgia to the last moment of finishing my dissertation. From her, I have learned how to study, how to teach, and how to live, while valuing individuals’ different perspectives. I also would like to acknowledge my committee members: Dr. Martha Allexasht-Snider has been a great supporter since I entered the master’s program. I have learned from her how to understand and listen to students’ voices without judgment. Dr. Melissa Freeman inspired me to continue being aware of a researcher’s role in my ethnographic study with her generous and insightful advice. Special thanks to Dr. Linda Harklau. She inspired me to study at the heritage language school and provided me valuable comments to help me be a better scholar. Dr. Amy Johnson v also encouraged me to find my potential, which I did not recognize, and gave me her wisdom. All these people have been kind and patient in their guidance. They gave me great opportunities to deeply think what teaching and learning means and what I can contribute to the educational field. I also wish to express my appreciation to faculty and colleagues at the Department of Elementary and Social Studies, The University of Georgia. The department financially supported me during the doctoral program, and I gained priceless experiences through teaching and supervising undergraduate students. In addition, I want to thank my friends who supported me with sincere friendships through my entire graduate program. Special thanks to KCC members, who soothed my pain and tears with their warm hearts and prayers. I thank my lovely family from the bottom of my heart: Their endless love, encouragement, support, and consistent prayer led me to successfully get through the long journey of this dissertation. Thank you my mother, the strongest and the most wonderful woman and in my life. Thank you my brothers, my strong supporters. Most importantly, I deeply send my sincere heart to My Lord, Jesus Christ, and Mother of God, St. Mary for everything. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS............................................................................................................ v LIST OF TABLES.......................................................................................................................... x LIST OF FIGURES ....................................................................................................................... xi CHAPTER 1 CHAPTER 1 INTRODUCTION .................................................................................. 1 Statement of the Problem ......................................................................................... 4 Purpose of the Study .............................................................................................. 13 Research Questions ................................................................................................ 13 Significance of the Study ....................................................................................... 14 The Format ............................................................................................................. 15 2 CHAPTER 2 THEORETICAL FRAMEWORKS & LITERATURE REVIEW ....... 17 Theoretical Frameworks......................................................................................... 18 Literature Review................................................................................................... 33 3 CHAPTER 3 METHODOLOGY ............................................................................... 45 Ethnography ........................................................................................................... 45 Researcher’s Subjectivity & Positionality ............................................................. 46 Gaining Entry ......................................................................................................... 48 Entering the Children’s Worlds: Relationships with the Participants.................... 50 Data Collection....................................................................................................... 57 vii Data Analysis ......................................................................................................... 75 Writing.................................................................................................................... 77 4 CHAPTER 4 CONTEXT OF THE STUDY .............................................................. 78 The Setting of the Study......................................................................................... 78 Participants ............................................................................................................. 87 Living the Hyphens: Caregivers’ Perspectives on Heritage Language and Their Children ......................................................................................................... 102 5 CHAPTER 5 CHILDREN’S NAMING PRACTICES IN PEER CULTURE ......... 123 Korean Immigrant Caregivers’ Naming Practices ............................................... 125 Children’s Different Names in Different Contexts .............................................. 137 Children’s Naming Practices as a Window to Peer Culture................................. 153 6 CHAPTER 6 CHILDREN’S NEGOTIATIONS IN PEER RELATIONS............... 168 Group Structure in Children’s Relations.............................................................. 170 Children’s Use of Friendship ............................................................................... 173 Children’s Conflicts in Peer Culture .................................................................... 178 7 CHAPTER 7 DISCUSSION & IMPLICATIONS ................................................... 194 Discussion ...........................................................................................................
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