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This article presents the institutional and historical context, methods, findings, and action-consequences of ‘Our HMoob American College Paj Ntaub,’ a qualitative, student-led Participatory Action...

Objective: Influenza is one of the major causes of morbidity. This study summarized major components that influence college/university students’ use of the vaccination using Ecological System Theory; and evaluated racial differences in key predictors of influenza vaccination/intention. Data Source: Sixteen engines (e.g., PsycINFO, Academic Search Premier, Science Citation Index) were used to search for cross-sectional studies (2009-2019). Study Inclusion/Exclusion Criteria: PI/CO criteria were applied (U.S. students, multidimensional ecological system, influenza vaccination/intention). Data Extraction: 25 cross-sectional studies were included from the initial 810 citations. Four reviewers performed the cross-checking. Data Synthesis and Results: Higher SES (e.g., education, vaccine affordability, healthcare resource) were positively associated with vaccination/intention. Under micro levels, both internal factors (e.g., positive beliefs, perceptions, attitudes) and external factors (e.g., supports/recommendations from physicians, families or peers, information, engagement in campus activities) enhanced influenza vaccination/intention of students. Meso level factors (private university, dorm-residence, or student housing) also influenced influenza vaccination/intention. Despite limited information on the effects of race on influenza vaccination, the current study synthesized the racial variances in vaccination behaviors of students. Conclusions: Enhancing positive beliefs, perceptions, or attitudes toward influenza vaccination with students is critical. Information about the safety and effectiveness of vaccination could be provided for students through official media, medical sources/physicians, campaigns, or internet websites. Family-to-student or peer-to-peer awareness campaigns could facilitate the vaccination of students.

As digital media devices have been increasingly used in early childhood educational settings, this study examined whether the iPad with a Vygotskian social development approach—namely, More Knowledgeable Other—can be integrated into low-income preschool classrooms to improve science learning. An analysis of variance was used to examine the overall improvement and differences in improvement among English language learners, children with special needs, and children without special needs or English language learner status. Results showed that all participants improved their science learning abilities as a consequence of the iPad instruction. Among all groups, English language learner children benefitted more than the other groups, but only with a game that had less verbal directions. There were no significant differences by gender.

 Abstract—This paper explores a project with young children from low-income preschools by emphasizing young children's learning with digital media. It focuses on a case study with young children (age 3-5) and their uses of iPads in Head Start and public school preschool programs in a Midwest area of the United States. It discusses how young children's learning can be supported by digital media use with specific examples. 

Engaging students in controversial issues provides numerous benefits for developing democratic citizenship. A wide variety of pathways and challenges exist to their discussion in classrooms, many of which are based upon societal and cultural context. This study explores the context of Guam and maps the issues of controversy within categories of identity, colonization, and the relationship with the U.S. military. This study provides multicultural and other contextual considerations for future curricular and instruction efforts directed toward the full release of controversial issue discussions in Guam classrooms. Findings from this research add to the growing body of literature documenting country-specific case studies of controversial issues education.

Korea faces a unique and complicated situation in becoming multicultural. Modern Korean education has changed several times in response to the contextual shifts which have occurred in the country’s demographic composition. Given the complex social circumstances which exist in Korean society, this paper explores how the social ideologies of patriotism and multiculturalism are presented in Korean elementary moral education textbooks which are currently used. In order to do so, we particularly examine which groups are considered as “others” in Korean multicultural society. With this approach, we aim to obtain a comprehensive understanding of how moral education textbooks reflect current conditions present in Korea.

This paper discusses young Korean immigrant girls' understanding of American popular culture in a small‐scale qualitative study in order to disclose young American immigrant girls' perspectives on such culture. In particular, this paper explores how these Korean girls (age five to eight) perceive female body images in American popular culture – specifically, Disney animated films. It will examine their responses to the female body in the films by focusing on their recognition of reality and unreality. In addition, this paper will discuss their perceptions of objectified female bodies in the films. Finally, some suggestions and implications for further studies and early childhood educators will be provided. RESUME: Cet article porte sur la comprehension, chez des fillettes immigrantes coreennes, de la culture populaire americaine a l'aide d'une etude qualitative a petite echelle sur leurs points de vue sur cette culture. L'article se centre tout particulierement sur la maniere dont ces filles coreennes (âg...

ALTHOUGH SEVERAL STUDIES have examined popular culture, the perspectives of young children from various cultures still have not been discussed at length in such studies. In order to listen to these children's voices, this paper focuses on young immigrant Korean girls in the United States. It particularly examines their interpretations of marriage in American popular culture — in this case as marriage presented in Disney animated films. It explores the Korean cultural value of family, which significantly influenced the informants' points of view toward marriage. Finally, the paper provides some suggestions and implications for research on popular culture and young children.

This article explores how young Korean immigrant girls (age five to eight) living in the United States interpreted American popular culture by discussing their interpretations of Disney animated films. In particular, it scrutinizes these girls' understanding of the idea of monarchy — in this case, the process of and the qualification for a ruler — in the films. In addition, this article looks closely at the girls' perspectives on what it means to be a princess in the films by connecting such perspectives to their sense of Korean ethnicity. Finally, it provides some suggestions and implication for researchers and early childhood educators.

Based on a qualitative study on young Korean immigrant children’s interpretation of American popular culture, this paper reflects on the researchers’ role by examining the research challenges faced. Prior to discussing the research obstacles in conducting the study, we begin with briefly describing its methodology and design. Next, we discuss the various obstacles we encountered when conducting our study and howwe attempted to overcome these dilemmas by discussing two major struggles during the research process: a) the relationships between the researchers and our young participants, and b) the cultural sensitivity that was needed in initially gaining permission from and working with the parents of our informants. It then illuminates how the researchers attempted to cope with such difficulties by rethinking a researchers’s role emphasizing the importance of cultural context in research. Finally, the paper provides some discussions and implications based on our research experiences.

Much American popular culture has often been criticized for its negative portrayals of females and its potentially harmful influence on young children. However, there are insufficient studies about American young girls’ actual understanding of these female representations. Specifically, the perspectives of young immigrant girls have hardly been addressed in the existing research, even though their perspectives can be derived from what they learn about the social values associated with gender through their exposure to popular culture. This paper thus focuses on young Korean immigrant girls as a significant American immigrant group, and examines their ideas about gender in American popular culture—particularly, Disney films. Since their perceptions of gender were often derived from their discussions of marriage in the films, it closely investigates their understanding of gender roles, as considered through the marriages of Disney protagonists. It then discusses their perceptions of Disney by tracing these ideas to their beliefs about how these same themes become manifested in realistic situations. Finally, this paper provides implications and suggestions for researchers and early childhood educators.

Analysis of the contents of textbooks is a meaningful way to examine individuals, groups and institutions, as they reflect social values, attention and interests of a society. Education as an institution reflects a society's social ideology, and examination of the sociocultural components of schools can reveal the cultural paradigm upon which a society is based. A content analysis of Korean undergraduate early childhood teacher education social studies textbooks was used to illuminate aspects of social change and dominant sociocultural beliefs in Korea. Specifically, textbooks written in 1993 and 2003 were examined in terms of how the authors treated Korean social concepts and pedagogical expectations of early childhood education, the needs of young children, and the roles of teachers over the two time periods, in light of the socio-historical demands of early childhood education in Korea. The primary focus of the textbook written in 1993 was the social and moral development of children, whereas the 2003 textbook stressed multiculturalism and preparation for living in a cooperative, global society. How the textbook authors' areas of emphases reflected the sociocultural realities and expectations of Korean society at the time they are written is discussed.