Voicing Solidarity Early Study Abroad ESA Korean College

Voicing Solidarity: Early Study Abroad (ESA) Korean College Students Negotiate Race and Power at a Midwest University AUPC March 10, 2012 Hee Young Choi (hchoi 28@illinois. edu) University of Illinois at Urbana-Champaign

“Successful transition to college” Ø IDEALS • Social integration with peers and faculty - Social and intellectual integration - Development of a strong institutional commitment (Tinto, 1993) Ø CHALLENGES: • Identity confusion - Gender, sexual orientation, race, disability, and other factors (Upcraft et al, 2005)

Korean Early Study Abroad (ESA) Students • Korean ESA (early study abroad) students: students who receive regular education abroad for more than six months in pre-college education (Kim, H. W. , 2001)

Goal of the Study • To understand: 1) How did Korean college students navigate their precollege ESA experiences? And how do they reflect retrospectively on that experience? 2) How does ESA affect transition to college: namely, how does this experience shapes their response to the culture and practices of the American university?

Methodology • Case Narrative Study - Intensive, holistic description and explanation of the particular phenomenon (Merriam, 1985) - Enables readers to empathetically participate in the events of the narrator (Eisner, 1979) - In harmony with the reader’s experience (Stake, 1978) • Retrospective study

Participants Name Gender School Year Major Former Form of State/Country Residence 1 Anna F Freshman Psychology Oregon 2 Changsu M Freshman Computer Science Boston, China Dormitory 3 Dongha M Freshman Physics Illinois Dormitory 4 Eugene M Freshman Undecided New York 5 Frankie M Freshman Undecided Virginia Dormitory, Apartment Dormitory

South Korean Ideologies that Affect ESA Experience • The strong is right: - Misrecognition Recognition Legitimacy (Bourdieu, 1984; Gal, 1989; Thompson, 1984) - Play in the big league: motivation to come to the US v These are why ESA students are inclined to be voiceless in the face of power structure in the US

<Changsu> “ Whenever I didn't study hard (in Korea), [my dad] would warn me about the realities of unprofessional labor, saying: 'Do you want to leave for and come home from work seeing the stars [i. e. , when it is dark out]? ' So, my parents always emphasized that I should either become a medical doctor in Korea or get a specialized job in the US. "

ESA Encounters with US Power Structure 1) Race, English Language - Did not claim their right to speak <Dongha> “Korean students were banned from speaking in Korean at school. Teachers would tell us that 'You're here to learn English so don't speak Korean at school. ' Isn't that ridiculous? ”

<Frankie: when he had a trouble at school> "Yeah, for example he (Korean-American male guardian) told me to use 'African American' instead of 'black' to address black people. By the way, during the meeting my guardian took a very passive attitude (in front of the white counselor and the black teacher) attempting only to understand what was going on instead of supporting or advocating me. "

2) Host Family/Guardians - No negotiation, no communication <Frankie> "It was like a military camp. . Later I did whatever they told me to do like a robot. ” (Frankie) "You just don't listen, do you? This is my house, and because you're living with us, you have to follow my rule. You should change. Otherwise “be my guest”. ” (Male Guardian)

3) White-dominant school <Eugene> "Well, by all accounts, it was my fault because there were no bad guys at all in the school. It was a predominantly white Christian school. Their parents were devout Christians and the kids were very gentle. However, anyway, it was my fault not to speak any English. ” – placing the blame on himself

Voicelessness in Response • Tried to change themselves <Anna> “Sometimes it felt like I was walking on eggshells when living with host families. Because I was the one who had entered their family, [I figured] that it was me who had to change. But, I felt like I was the one who was out of place there. In any case, it was me who kept changing -- no it was me who intentionally made an effort to follow their lifestyle. It was not all bad, but I could not but think what an idiot I was [i. e. , to be conforming in this way]. ”

<Eugene> "I used to be quite an extrovert when I was in South Korea and Toronto. But, in Fishkill, NY I became more and more passive. Even though I knew how to speak English, I went quiet at (white-dominant) school and was afraid to speak. "

Challenges in Transition to College Ø DIIFCULTIES • Frustrated attempts at campus integration - Difficulties getting to know American students - Sense that interactions are superficial - Severe loneliness v Desperate struggle to find substitutes for the lost comfort zone (family, old friends, etc. )

<Dongha> "After coming to this university, I tried to make American friends. So, I actively participated in class discussion and showed them my interest [i. e. , in becoming a friend], but I realized that I couldn’t build deep relationships with them. They just passed by saying, 'What's up? ' And, that’s it. It was very hard to find someone to open my heart to. That's why I stick to Korean friends. "

Ø Ethnic Solidarity & Self-segregation • Appeal of co-ethnic life • Longing for in-depth communication • Asserting agency by forming ethnic group: Creating their own habitus (Bourdieu, 1984) - “We’re cool by ourselves. ” - “Don’t want to be losers. ”

<Eugene> "Almost every day when we have meals, we exchange text messages with each other to know who can join the evening meals. If I can come, I send 'yes. ' Otherwise, 'no. ' Then, about more than ten Korean students put together a couple of tables and have dinner together. Imagine the scene. Almost all of the students are white in the Six Pack cafeteria, and only about ten Korean kids eating together. "

Conclusion • Power structure Voicelessness • Adaptive strategy: creating strong solidarity • Vicious cycle of ethnic isolation

“How can we maintain and encourage goodwill, plurality, and equality in today’s market-driven higher education of the current globalization era? ” (Yang, 2003)

Thank You