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This study explores the identities of Korean American college students through identity journey maps during a faculty-led study abroad program in Korea. Drawing from Asian Critical theory (AsianCrit), this study presents how participants of Korean descent challenged a monolithic and unitary notion of Korean American identity while acknowledging the multifaceted, dynamic, and fluid nature of their transnational identity. Furthermore, it suggests that identity journey maps can serve as a pedagogical tool to counter racial stereotypes and discrimination against Asian Americans.

This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children's linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children's play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children's identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.

The purpose of this study was to investigate the leadership development of Korean American youth who participated in a community-based participatory action research program designed to assist community members affected by COVID-19. Participants were drawn from a small town in the southeastern part of the U.S. Using a case study approach, multiple qualitative data (e.g., focus group conversations) and quantitative survey data were collected to explore the learning experiences of 15 Korean American adolescents. Qualitative data was analyzed following the six steps of thematic analysis, and descriptive statistics were performed to analyze quantitative data. Findings suggest that the program provided authentic learning opportunities in which participants researched the needs of community members and implemented action plans to help them. The program also helped participants improve communication skills and broaden their leadership perspectives. However, participants' perceived leadership development differed depending on their self-identified ethnic identity, and those students who lacked Korean language abilities demonstrated difficulties in collaborating with fluent Korean-speaking peers in bilingual learning environments. This study addresses gaps in the youth development literature by describing how a community-based approach and culturally relevant practice can help Asian American youth develop leadership and inspire them to be change agents in their communities.

Despite the importance of family-centered practice in the Individuals with Disabilities Education Act Part C, a federally funded program for birth to two-year-old children with disabilities, there is a lack of research on Asian families who participate in early intervention in the U.S. This study examined the experiences of two Korean families and one Chinese family in early intervention in the U.S. Interviews were conducted and analyzed by bilingual researchers using ecological systems theory. As a multiple-case design study, the caregiver roles, beliefs, practices, and experiences related to their participation in early intervention were reported through within-case and cross-case analysis.

This paper examines the significance of parental involvement in early childhood education, with a specific focus on the cultural practices and values of Korean American parents and children in schools in the United States (US). It discusses the critical issue of the learning gap among different ethnic and racial groups and how, through the recognition and integration of various cultural beliefs and values, educators can help parents to close this gap. The paper focuses specifically on Korean American children and their parental involvement in the US through the lens of the "figured worlds" approach, in order to better understand differences in educational practices and to support the success of all diverse groups of children in the learning process in American schools.

This study examined translingual practices in two playdates of a Korean four-year-old boy (Theo) with a Korean boy and an American boy. The boys played a game called "Candy Land." In both playdates, the boys' naturally occurring English and Korean communication strategies were observed and analyzed based on Canagarajah's (2013) four types of negotiation strategies: "envoicing," "recontextualization," "interactional," and "entextualization." They adapted and accommodated translingual practices in communicative situations using strategies such as body language, whispering, codemeshing, and codeswitching. Interviews were conducted with Theo to examine his understanding of his language as a user of Korean and English in the United States. Theo expressed his thoughts about language in metaphor, using his hands, and asserted that he needed English to have a sense of belonging and access to resources in his preschool.

Korean Americans and Korean Germans exhibit similarities in their upbringing and migration processes: The first generation, speaking Korean natively and solid in their identity as Koreans, attempt to raise their children with a Korean identity in a culture, where English or German is the mainstream language. Given their minority status in either country, passing on their native tongue is difficult. The second-generation struggles in their ability to speak Korean, even though they are exposed to it at home and at Korean language school. Cultural concepts that are familiar to Koreans also prove difficult to translate, such as "jeong" or "han." But consuming and talking about Korean food appears to be the gateway for second-generation youth to their parents' native country and culture, which they otherwise experience via mediated memories. In general, food preferences seem to mirror migrants' identities and identity processes: While abroad, the first generation cooks Korean food to cope with feelings of homesickness and to create community and a sense of belonging in the diaspora. As a result, Korean food, much more than the Korean language, seems to be the Korean identity marker that gets passed on successfully to the next generation. The second-generation, whether in Germany or the United States, is familiar with and appreciates Korean food, while they also experiment with combining Korean food elements with American or German ones. Just like the first generation, the second-generation Koreans have also experienced their fair share of food shaming due to the odiferous nature of Korean food, but it is still part of their daily lives. In fact, the second-generation deliberately chooses to include Korean food and combinations thereof in their life, as it has become a source of pride. Creating Korean German or Korean American dishes mirrors the second-generation's hybridity and fluidity of their perceived identities. Since the command of the Korean language significantly declines among second-generation Koreans due to assimilation forces, many cannot claim fluency in their parents' native language. Hence, cooking, eating, and talking about Korean food seems to be the remaining marker of Koreanness, other than their physical appearance.

This study explores the home language practice (HLP) of Korean-American mothers with children who have developmental disabilities, including autism spectrum disorder. Data was collected from an online forum where these mothers discussed their experiences and decision-making processes following their child's diagnosis. Thematic analysis was conducted on the collected data to identify and develop themes related to their experiences. The study's framework is based on family-centered practices, emphasizing the importance of equal partnerships, cultural responsiveness, and information sharing between families and early intervention and early childhood special education (EI/ECSE) professionals. Factors that influence HLP decisions include mothers' perceptions of disabilities, professional advice, and children's intervention progress. The study highlights the vital role of EI/ECSE professionals in sharing current research findings, their experiences with culturally and linguistically diverse (CLD) families, and the long-term outcomes of families that chose bilingual or single-language environments. By offering this information, professionals can assist parents in making informed decisions about their child's HLP. Furthermore, the study emphasizes the value of online communities for CLD parents and the need for professionals to engage with these communities to provide accurate information on bilingualism for children with disabilities. Collaborating with ethnolinguistic communities and establishing parent support groups can create a nurturing environment for parents navigating EI/ECSE services for their children.

This qualitative case study focuses on two Asian transmigrant siblings who are teachers that lived in seven different countries and grew up navigating a multitude of geographic and cultural borders. Informed by the concept of transnational funds of knowledge, we examine the knowledge and lived experiences they built through the Asian diaspora and how they mobilize and leverage such resources to teach in K-12 and HL schools. Findings highlight the unique transnational funds of knowledge they carved out through mobility and uprootedness, the ways heritage language learning helped them to navigate racial discrimination and affirm their identity, and the commitment as well as the challenges they encountered in leveraging lived experience in their teaching. The study contributes to advancing dialogs around the Asian diaspora and mobility, and it suggests the importance of recognizing transmigrant teachers' transnational funds of knowledge and their potential to transform today's racist and assimilationist educational landscape.

Extant research on learners who are d/Deaf or hard of hearing with disabilities who come from Asian immigrant families is extremely sparse. The authors conducted an intrinsic case study of a deaf student with autism who comes from a Korean immigrant family. To acquire a comprehensive understanding of language and communication characteristics, they analyzed (a) interview data of three administrators who worked with the student and family and (b) school documents/reports issued to the parents. Themes are reported across the three components of the tri-focus framework (Siegel-Causey & Bashinski, 1997): the learner, partner, and environment. Implications for practitioners who work with these learners and their families are discussed, including (a) compiling an individualized language and communication profile that encompasses the framework; (b) utilizing culturally and linguistically responsive practices with the family; (c) practicing interprofessional collaboration; and (d) modifying physical and social environments to increase accessibility.

Although research has shown the benefits of caregiver-implemented interventions, there is still limited intervention research on caregivers from historically underrepresented groups. To increase accessibility and feasibility of interventions among culturally and linguistically diverse populations, studying the social validity or cultural relevance of evidence-based strategies is necessary. In this interview study, we introduced 10 evidence-based intervention strategies through online learning modules to 13 Korean American (KA) caregivers of children with autism spectrum disorders (ASD). Then, we interviewed them to explore their experiences with the evidence-based interventions and social validity among the participants. Discussion and implications for future research and practices are provided.

This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production. 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in anaphoric contexts, supplying "the," but very frequently overused "a" in non-anaphoric (bridging) contexts, suggesting that they equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.

This study explores a Japanese-Korean-English trilingual Asian-American child's identity negotiation in a multicultural book club. Drawing upon the conception of "figured world" (Holland et al. 1998. "Identity and Agency in Cultural Worlds." Cambridge, MA: Harvard University Press), it investigates how the book club as "a space of authorship" offers the 9-year-old girl of migrants opportunities to negotiate her multiple identities while responding to the books and interacting with the book club members. The weekly multicultural book club was held in a local public library for 34 weeks. The data included field notes of the book club sessions, transcripts of the book discussions, interviews with the child's mother, and the child's journal entries. The data were analysed on a weekly/monthly basis with interpretative approaches. The findings revealed that the child appreciated diversity and fortified her identity as an activist self who stood against social practice that marginalised people from different backgrounds. However, the identity was questioned and challenged by the book club members. The book club pushed her into a space where she encountered different perspectives and negotiated conflicting identities.

Situated in AsianCrit, which emphasizes centrality of racism among Asians in education as well as youth activism scholarship that denotes the engagement of youth in informal, communal, and everyday political spheres, the current qualitative study aims to center and uplift the voices of Korean American and migrant students who were enthusiastically involved in a Korean Student Organization (pseudonym) since the COVID-19 pandemic. More specifically, this study explores Korean American and migrant students' motivations, perspectives, and aspirations to participate in the organization at a predominantly white university in the Midwest since the onset of the COVID-19 pandemic. By highlighting how Korean American and migrant students foregrounded their experiences of racism and marginalization at a predominately white university during the COVID-19 pandemic by creating a variety of collective activities, events, and opportunities within and across the campus to survive, resist, and flourish amidst of heightened racist climates, this study will provide several implications for AsianCrit and youth activism scholarship. Together, the goal of this study is to bring attention to everyday youth activism and agency among Asian and Asian American students regarding racial justice and complicate and challenge the hegemonic representations of Asian and Asian Americans as model minorities, forever foreigners, or victims of anti-Asian hate crimes in contemporary U.S. society.

The sense of belonging is a complicated topic that is closely connected to one's understanding of identity, culture, and unique life experiences. We organized a one-semester-long workshop series titled "Revisiting Identity, Culture, and Belonging Through Art Making." This article discusses the outcomes of this multi-institutional project facilitated online via Webex to support our undergraduate students, who mainly comprised pre-service teachers. The workshop series focused on two objectives: 1) to address the complexities and multiplicities of identity, culture, and sense of belonging through storytelling from the perspectives of Korean immigrant art educators, and 2) to expand students' understanding of belonging in various contexts in the form of a collaborative project. In this article, we examine what we learned from the Belonging workshops and what our students shared in response to the topics and contents highlighted in the workshops through their reflection papers, discussions, and artworks. We also provide pedagogical suggestions for educators who are interested in incorporating the theme of belonging into their multicultural or cultural diversity lessons.

In the US, many immigrant languages have been maintained through the efforts of local communities in the form of community-based Heritage Language (HL) programs. Previous studies have discussed diverging linguistic practices and identities among students and teachers in HL programs. However, there is little research on how materials use affects such diverging practices in HL classrooms. To this end, this study adopts Actor Network Theory (ANT) as an analytical framework to investigate how a K-12 Korean language arts textbook was used in a community-based Korean HL classroom in the US and how student subjectivities were contested through materials use. Based on four months of ethnographic data, this study mainly discusses two findings. First, influenced by the monolingual conceptualization of bilingualism, the teacher used the textbook to enforce form-focused literacy instruction, which positioned students as an incompetent language learner. Second, during literacy activities, students interpreted and responded to materials through flexible bilingual practices, constructing their identities as competent bilinguals. The study suggests creating an official space for bilingual youth to 'play with the language of the material' in HL classrooms.

Members of Korean American communities have displayed an increasing interest in volunteering opportunities with individuals with severe disabilities that promote social interaction and community engagement among them. However, little is known about community volunteer experiences and how Korean American volunteers can be better supported. In this qualitative study, we documented the voices of Korean American volunteers who work with individuals with severe disabilities. Adopting a phenomenological approach, we interviewed and observed ten Korean American community volunteers to explore the meaning of their experiences and their perceptions of severe disability as well as the social inclusion of individuals with severe disabilities. Through the data analysis, three main themes were identified: changing views on individuals with severe disabilities, inclusion in multifaceted communities, and identified needs of the Korean American community and volunteering system. The results show that the volunteers' initial perceptions of disability evolved during their experiences with individuals with severe disabilities. The data provides practical information about the ethnic community and volunteering system, which foster social integration among the participants and community members regardless of their abilities, race/ethnicity, language, and immigrant status.

Recent approaches to the "that"-trace phenomenon in English include syntactic analyses based on the principle of Anti-locality and a sentence production analysis based on the Principle of End Weight. These analyses have many similarities, but they differ in their predictions for second language (L2) speakers. In an Anti-locality analysis, we expect L2 speakers to show a pattern very similar to first language (L1) speakers, with substantial degradation in acceptability for extraction of a subject from an embedded clause with "that." In the Principle of End Weight analysis, we expect L2 speakers to display this same subject extraction degradation whether or not the embedded clause has "that." A sentence acceptability experiment with L1 English speakers and two groups of L2 English speakers (L1 Korean and L1 Spanish) confirm the prediction of the Principle of End Weight analysis: the L1 speakers show degradation with subject extraction from a "that"-clause, while the L2 speakers do the same with clauses with and without "that." These results form an interesting contrast with studies of island effects, which have generally found substantial L1[approximately]L2 similarities, and show how L2 data can be used as evidence to decide between competing analyses of L1 phenomena.

This study investigated parental involvement in five Korean American families where there was evidence of successful heritage language (HL) maintenance in the second generation. The data in the current study were drawn from interviews of five Korean women who were first-generation immigrants to the U.S. and their daughters who were raised in the U.S. for most or all of their lives and were able to successfully acquire a high degree of competence in their HL. The data were analyzed for evidence of parental involvement in the children's HL education, which was categorised according to Grolnick and Slowiaczek's (1994, 'Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model.' "Child Development" 65: 237-252. doi:10.1111/j.1467-8624.1994.tb00747.x.) framework. The findings demonstrate that parental involvement in HL education was wide-ranging, taking the form of behavioural involvement (for example, speaking Korean at the home, teaching Korean to their children, watching Korean television shows with their children), cognitive-intellectual involvement (for example, exposing their children to formal Korean language instruction), and personal involvement (for example, explicitly expressing positive attitudes toward the Korean language and culture, expressing high expectations for their children's Korean language competence).

This is a culture-specific examination of Korean American undergraduates' correlates of well-being that implemented a psychosociocultural approach (Gloria & Rodriguez, 2000) to assess the interrelated dimensions of self-beliefs (psychological), support and expectations of others (social), and personal and contextual values (cultural). Given the importance of intersectional- (i.e., self-identified gender, college generation, student standing) and values-informed explorations (Guan, Gloria, et al., 2020), the study assessed how Asian cultural values (emotional self-control, humility, collectivism, conformity to norms, and family recognition through achievement; Kim et al., 2005) informed the well-being of 221 Korean American undergraduates. Results revealed a 2 × 2 × 2 interaction of college generation, student standing, and self-identified gender (multivariate analysis of variance) and relationship patterns among the dimensions (canonical correlations) with cultural values emerging salient. The dimensions collectively accounted for 60.2% of variance for well-being with the psychological and social dimensions emerging as the strongest predictors. Implications for university personnel to support Korean American undergraduates' well-being are discussed.

Informed by Family Language Policy (FLP) and Community of Practice (CoP) as the main theoretical frameworks, this study explores the characteristics of language practices at the home of a Korean-English bilingual family. In particular, this study examines how a mother creates educational discourse at home and promotes the construction of knowledge with her eight-year-old child. Data was collected throughout one year, and interviews with the mother, recordings of the family interactions, and ethnographic information were analyzed. The analysis focuses on the bilingual interactions between the mother and the child, how the collaborative process of constructing knowledge impacts family dynamics, and what resources family members draw upon. The findings reveal that the family members construct home as a space for collaborative learning by sharing their bilingual resources. In this process, maintaining Korean serves as a tool to access Korean resources for academic support. Discussion of bilingualism in the newly arrived immigrant family and how they negotiate and establish their FLP to maximize knowledge construction in the home as a bilingual and bicultural space will follow.

Using Border Pedagogy (Giroux, H. 2005. "Border Crossings: Cultural Workers and the Politics of Education." New York, NY: Routledge.) as a guiding lens, this study examines the third-grade Korean American students' responses to multicultural children's literature that illustrates different kinds of borders (i.e. racial, religious, linguistic, and physical). 14 different multicultural children's picture books (Asian, Hispanic, European, and African) are introduced to the Korean students from transnational families in a Korean heritage language school in the U.S. throughout the semester. The findings present that the students' responses during book discussions showed that using multicultural children's literature supported the value of facilitating their border crossing. The findings provide implications for educators that using multicultural children's picture books can be an influential pedagogical instrument to provide experiences of crossing borders between cultures of themselves and others. This border crossing perspective can potentially help the students construct their own cultures, experiences, and histories to better understand those of others.

This study examines the perceptions of Korean language teachers on the classroom practice of embedding contemporary Korean pop culture into classrooms for effective world language instruction. While integrating culture in language classrooms has been practiced for decades, Korean teachers in this study expressed a lack of confidence in designing activities with a wide array of samples of Korean culture in their instruction. In this article, we explore how 14 pre-and in-service Korean teachers who attended a 2019 professional development summer program engaged in a learner-centered classroom that utilized various forms of Korean culture, such as K-pop, as an instructional tool. Data were gathered during this teacher training program using online surveys, small group interviews, daily reflections, online discussion, and final projects based on a mixed-methods research design. The results of the study highlight the importance of thoughtful use of Korean culture and the appropriate use of technology to support and enhance culture-integrated language instruction. Finally, implications for future research and practice with world language teachers and teacher educators are discussed.

The main goals of this paper are to identify race in Korean language classrooms; articulate the connection between Korean language learners' racial identities and Korean language learning; and discuss implications for Korean language educators. In order to do this, I first examine literature on English language education to glean themes related to race, language, and power. Next, I illustrate how race and Koreanness play a role in Korean education. Then, utilizing themes from the first two sections, I investigate the field of Korean language education in Korea and in the US. The final section presents implications for Korean language education.

One in three children enrolled in US early childhood programs is a dual language learner. While dual language learners have been the target of sweeping educational reforms under the guise of justice, these reforms--which pathologize dual language learners as problems to be remediated rather than assets to be developed--have largely ignored the priorities and experiences of young multilingual learners and their families. This historical omission of centering dual language learners in research, policy, and practice is unjust and has contributed to marginalization, homogenization, and linguistic erasure. Asian Americans, the second-largest group of dual language learners and the fastest-growing racial group in the USA, have remained an underexplored group of emergent bilinguals across early childhood research, practice, and policy. Thus, this article draws on the multilingual expertise of Asian American families of young dual language learners to portray how parents construct and navigate multiple knowledges, beliefs, and pedagogies of cultivating their children's dual language and literacy development. The key findings present a justice-centered framework that conceptualizes three cultivating practices across diverse spaces, borders, and time. Counterstories of planting, pollinating, and pruning position Asian immigrant parents as agentic gardeners of bilingualism and biliteracy, and interrogate the deficit paradigms that are too often placed on dual language learners to fit the narrow, monocultural, and monolingual definitions of school readiness. Centering Asian American families in generating theory and future research directions, this article envisions the future potentiality of early childhood education in pursuit of equity and transformative justice.

Through a Racial Formation Framework, this article explores how Chinese, Korean, and Vietnamese American first-generation college students at a large research university perceive inequality in the United States. Drawing on 129 interviews, our findings suggest that students operate under a "Racial Formation Inequality Spectrum" in which they conceptualize contemporary racial projects through distinct structural-to-cultural explanations. Korean American students in this sample deploy a cultural understanding of inequality embedded within structural frames, while Chinese and Vietnamese American students employ more structural perspectives integrating critiques of cultural explanations. We also find that gender shapes these factors, as most women respondents are more likely than men to view inequality from a structural lens and utilize more sophisticated conceptualizations where they critique purely cultural explanations. Ultimately, we argue that the discourse about perceptions of inequality can serve as a form of racial projects. The results of this research shed light on how social locations such as ethnorace and gender contribute to divergent understandings of inequality in the United States as described by Asian American college students. The findings have direct implications for student sense of belonging and success in higher education contexts.

This study examines difficulties amid the COVID-19 pandemic in raising children and meeting their educational needs among Korean immigrant parents of children with disabilities, giftedness, and/or limited English proficiency living in the U.S. The Ordinary Least Squares (OLS) regression analysis examined the associations between the 48 participants' perceived difficulties meeting their children's educational needs, parental stress, and parents' resilience and social support. Additionally, basic interpretive qualitative analysis was conducted for the 18 survey participants who provided data via an open-ended survey response. Results determined that participant difficulties in assisting with their children's educational needs were associated with increased parental stress. Participants also described lack of resources and support, language and communication barriers, internal family conflicts, and developmental concerns about the child. Implications for practice and future research are discussed.

This study explores Korean-American parents' perceptions on successful transition to kindergarten (TTK) for their child on the autism spectrum. It further examines challenges experienced during this process, and possible predictors for their challenges. Findings from an online survey (N = 212) indicate that participants consider their child's behavioral readiness and cooperation with teachers as the most important school readiness skills for successful TTK. They further consider building positive relationships with teachers and providing support at home as the most important support parents could provide during this process. Moreover, the child being a vocal communicator, higher income and parent's educational level were found to buffer against their reported challenges, while first-generation immigrant status and restrictive school placement were found to predict more challenges.

Leadership roles in higher education are still held predominately by white male leaders while women of color, especially, struggle to be recognized, hired, and/or appointed as leaders. In popular culture, though there have been films and television series that focus on student life on campus, there have been few representations of life as a leader in higher education. A new six-episode Netflix series, "The Chair," about the first woman of color department chair at a liberal arts college examines issues of sexism and racism but doesn't allow for a harsh enough critique of the insidious ways the institution continues to repress women, especially women of color. I engage in an intersectional analysis of the series' representations of a department chair and argue that, while masquerading as a transformative representation, the series actually reifies the ideology of the academy (namely white supremacy and heteropatriarchy) and illustrates the ways progressive change is resisted by institutional powerbrokers holding upper-level managerial roles in the college.

The Korean heritage language (HL) speakers exercised their "agency" to speak Korean HL, and transformed their ambivalent language experiences, caused by the contradictory ideologies of assimilation and racialization operating in the United States, into a conducive "third space" (Bhabha, 1994), where they recreated their ethnic identities "anew." Their construction of new ethnic identities was more complex than the continuum model (e.g., Jeon, 2010) because it was "dialogically" fluid in Bakhtin's (1981) notion and "dialectically" hybrid--transcending Americanness and Koreanness--and it was a "distinctive new whole" in its own existence. Also, mediated through Korean HL, they were engaged with their "possible selves" (Marcus & Nurius, 1986) as bilingual members in their future "imagined communities" (Kanno & Norton, 2003). This study contributes to the nuanced understanding of the fluid construction of the HL speakers' ethnic identities in the present and future, and emphasizes the critical role played by the HL for it.

This study explores the intersectionality in the educational experiences of Korean American students with autism as they navigate the transition from high school to college. For these students, dis/ability status alone does not shape the pathway to adulthood: dis/ability is tightly bound with other social categories, such as race, language, and immigration status, impacting everyday experiences of the students, including preparing college applications, deciding where to apply, and then selecting a major or course of study. Using intersectionality theory, we disentangled the intersections of multiple sites of marginalization and interwove the social dynamics of transition trajectories. We also discuss these findings in the context of transition services and suggest directions for future research.

This study investigated the at-home distance learning experiences of Korean American children with disabilities and their families during the first three months of the COVID-19 pandemic. A total of 53 Korean American parents with children with disabilities residing in Southern California completed an online survey. Results revealed that their children with disabilities did not receive all the special education and related services they were entitled to during the pandemic. Compared to the pre-pandemic period, these children received fewer hours and a smaller number of related services. The survey results further identified the lack of resources and services in the Korean language as one of the greatest related challenges. Analysis of the open-ended survey showed that language barriers and lack of teacher preparation were the main challenges of the distance learning parents utilized for their children with disabilities during the lockdown. The findings advance understanding of disparities in special education services and resources and the unique challenges of Korean American students with disabilities and their families.

This study examines the experiences of mixed-race Korean Americans in their journey to develop and use their heritage language, Korean, through in-depth autobiographical interviews. Participants highlighted the role of 'Korean-speaking spaces' such as Korean churches or grocery stores, where the expectation is to speak Korean, as important sites for informal heritage language learning. More importantly, for many mixed-race Korean Americans, these spaces afforded the main opportunities for authentic, interactive heritage language use. However, despite the availability of Korean-speaking spaces, findings reveal how early experiences of marginalisation in these spaces due to perceived racial difference resulted in a hyperawareness of the ways in which they were being racialized. In addition, in more formal heritage language learning settings via community-based or college-level heritage language courses, the participants experienced persistent microaggressions and multiple logistical, socioemotional, and ideological barriers that contributed to their decisions to stop attending or resulted in demotivating language learning experiences. Their stories demonstrate how these mixed-race Korean Americans displayed resilience and strong motivation to maintain their heritage language by creating their own alternative communities via social media and varied opportunities for heritage language use. Implications for heritage language education are discussed.

While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of heritage culture and implemented it in a Korean heritage school in New York City. By documenting how the teacher encouraged children to explore the fluid, hybrid, and heterogeneous nature of heritage culture, this study not only provides practical implications for teaching heritage culture but also shows a possibility of making heritage schools a transformative space in which the boundaries of heritage culture and identity are constantly revisited.

This article describes how to build a classroom community by building representations and visualizations of data related to students' names. The goal of this task was to allow students to get to know each other's identities better by collecting and analyzing data about their names and exploring the connection between names and identities. The task served as a "mirror" and "window" (Bishop, 1990) for students that allowed them to see themselves reflected in the math and to learn about other cultures (such as Korean culture in this case) outside of their classroom.

This study employs critical ethnographic child-parent research to examine Korean American children's lived experiences related to anti-Asian racism, looking closely at children's ordinary interactions in their everyday lives at home. Children's conversations at home were audio- and video-recorded and artifacts created by children and from school were collected. While children as co-researchers actively participated in the research, they shared their perspectives on race and anti-Asian racism, noticing the invisibility and stereotypes of Asian Americans. The children's counterstories from child-parent research reveal that racialized discourses toward Asians and Asian Americans are not discussed at school even though children experience them. This study opens more conversations to understand and navigate Asian American children's perspectives on race and racism and methodological insights for racially minoritized parent research with children.

This article explores how pilgrimage shapes the ways in which Korean American youth and young adults develop their sense of intersectional identities by visiting their motherland. The coauthors begin by highlighting the limitation of Korean American churches' emphasis on text-based education, suggesting how pilgrimage as a spiritual practice could be more implemented for more embodied and experiential learning. By analyzing the Trip to the Motherland program run by the Presbyterian Churches in Korea and North America, the article demonstrates how transnational pilgrimage enables young pilgrims to gain a renewed sense of intersectional identities, which integrates their racial, ethnic, and religious lives.

The ways caregivers perceive and respond to challenging behavior (CB) could depend, in part, on their cultural and ethnic backgrounds. Yet, limited research is available on the definitions, perceptions, and response strategies of CB across cultural groups, particularly among caregivers of young children with disabilities. In this exploratory multimethod study, data were collected from four diverse caregiver groups (i.e., Black, Korean American, Mexican American, and White) with young children with disabilities to understand (a) what behaviors they considered challenging and (b) how they responded to those behaviors. Data revealed similarities and differences in the types of behaviors reported and indicated caregivers rely on preplanned consequence strategies and unplanned responses.

In February 2019, a counselor, a project manager, and a teacher from the Laurent Clerc National Deaf Education Center were chosen as inclusive excellence ambassadors to the Gallaudet University Division of Equity, Diversity, and Inclusion. As inclusive excellence ambassadors, Lisa Montalvo, Taiyabah Naeem, and Lia Bengtson believe the division's motto that in diversity there is strength and beauty; and they are committed to strengthening diversity--with its strength and beauty--in the Gallaudet community. In this article, co-authors Montalvo, Naeem, and Bengtson each reflect on the ways in which they have been able to support deaf and hard of hearing students and allow others to see the importance of having diverse professionals in the school community. This article contains the following sections: (1) Helping Parents Trust the School More (Lisa Montalvo); (2) Taking Charge, Building Pride (Taiyabah Naeem); and (3) Teaching through a Social Justice Perspective (Lia Bengtson).

The purpose of this study was to examine how a study-abroad learning experience helped school administrators grow as culturally responsive school leaders. In order to help school administrators better understand the culture of increasing number of Korean students in the southeastern part of the United States, a study-abroad program has been offered for the past 6 years. Various qualitative data were collected to explore participants' learning experiences, including statements of application, focus group interviews, reflections, and post-interviews. The findings demonstrated that the foreign learning experience helped participants better understand the challenges that immigrant families undergo and motivated them to create a welcoming school environment for immigrant families. The experience also helped them reflect on their students and school practice and encouraged them to plan new initiatives.

There is an increasing number of culturally diverse individuals, particularly Asians, identified with autism spectrum disorder (ASD) in the United States. Nevertheless, research on culturally diverse caregivers, especially fathers, of children with ASD is scarce. Thus, this phenomenological study explored the essence of shared experiences of Korean fathers of children with ASD in the United States. Five fathers who have a child with ASD participated in a semistructured interview with a Korean-English bilingual researcher. Follow-up interviews and field notes were used for triangulation as a part of data analysis. The fathers' narratives regarding family characteristics, interactions, and functioning are discussed in alignment with the family systems theory. The findings provide recommendations for future practice and research.

Fatalism is reported as a salient cultural belief that influences cancer screening disparities in racial and ethnic minority groups. Previous studies provide a range of measures and descriptions of cancer fatalism, but no studies to our knowledge have analyzed how fatalistic views cluster together within subgroups to form distinct profiles, and how these profiles can be predicted. This study identified subgroups of Korean American immigrants with similar fatalistic beliefs toward cancer and examined the influence of fatalism, health belief variables, and health literacy on mammography use. A cross-sectional survey design was used to obtain a convenience sample of 240 Korean American immigrant women in Los Angeles, California. Latent class analysis was used to identify unobserved subgroups of fatalism. Hierarchical logistic regression models were used to identify predisposing, enabling, and need factors associated with recent mammography use. The latent class analysis model identified three cancer fatalism subgroups: high fatalism (17.8%), moderate fatalism (36.7%), and low fatalism (45.5%). Women in the high fatalism subgroup were more likely to have had a mammogram within the past 2 years than women in the low fatalism subgroup. Regression analysis revealed three facilitators of recent mammogram use: level of fatalism, perceived barriers to mammogram, and family history of cancer. Although cultural beliefs can have a powerful influence on health-seeking behavior, it is important to weigh individual and contextual factors that may weaken or mediate the relationship between fatalism and engaging in preventive care such as having a mammogram.

Given the importance of the blogosphere for autonomous language learning, many studies on computer-assisted language learning (CALL) have vigorously investigated the use of blogs in language learning. Noticeably lacking in these endeavors are investigations of language learners' social engagement with others in online spaces to define and negotiate their own meanings of language and language learning. To fill this gap, this study investigated the language ideologies disseminated in a Korean blog that has become a collaborative online English-learning community. Focusing on this blog owner's ideas and her followers' responses, I explored the language ideologies disseminated and negotiated in conversations on language learning and using. This is part of a larger virtual ethnographic study. I analyzed online posts and comments using Gee's situated meanings. Findings suggest that the Korean bloggers subscribe to monolingual ideologies because they are acutely aware of the ideological contexts in Korea surrounding English and are critical about their own language learning and using practices. The current study asserts that the blogosphere can create opportunities for language learners to contest existing knowledge and voice their opinions on issues that matter to them as language learners and members of a society

Introduction: This study examined health-related information needs, seeking, and source preferences between two distinct groups of mothers--U.S. mothers and immigrant Korean mothers in the U.S.A. Method: Using non-probability sampling, data were collected from five online communities through an online survey; 480 completed responses were used for analysis. Analysis: Both quantitative (using SPSS) and qualitative analyses (with Nvivo 11) were implemented in analysing the collected data. Results: Although the participants were mothers of young healthy children, the topic they searched for most frequently was information about diseases. Moreover, 93.0% of the U.S. mothers and 94.2% of immigrant Korean mothers had searched for health information in the past six months. When source preferences were compared, U.S. mothers preferred human sources (e.g. doctors, nurses, their husband and other relatives), whereas immigrant Korean mothers preferred non-human sources (e.g. online communities, books). Conclusion: Findings confirm that mothers actively search for health-related information as part of their roles as caregivers or health managers for their children. Results also imply that appropriate use of a few social media platforms has great potential for information professionals who provide health-related information to mothers with high information needs.

The purpose of this qualitative study is to explore experiences of naturalistic interpersonal contact with persons with intellectual and developmental disabilities (IDD) and attitudes toward persons with IDD among Korean American adolescents and young adults. In interviews with 12 Korean American high school and college students, Korean American participants reported six common themes regarding their experiences of interpersonal contact with persons with IDD: (1) affective attitude, (2) behavioral attitude, (3) cognitive attitude, (4) communication with persons with IDD, (5) moments of having a positive attitude, and (6) comparisons of attitudes in the United States and Korea. Recommendations for research and practical implications are discussed.