Thesis advisor: William D. Davies. Includes bibliographic references (p. 296-308).

Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 69-72).

Thesis (Ph. D.)--Ohio State University, 1986. / Includes bibliographical references (leaves 205-220). Available online via OhioLINK's ETD Center.

The objective of this study is to approach the lived experiences and the identity development of Korean immigrant students in Canada. The concept of diaspora suggests to look at the new style of identity in a global world. In order to describe Korean students' transnational experience, the study attempts: 1) to determine the influence of immigration on the development of students' identity, 2) to examine the cultural and racial experience in different situations, 3) to discuss how Korean students situate themselves and develop their self-concepts in relationship to others. The study employed a qualitative method and conducted ten individual, semi-structured interviews. In the study, ten Korean immigrant students were asked about their immigration backgrounds, their experiences at school and home, their friendships with Korean friends and non-Korean friends, and their future plans. My analysis attempts to examine the discrepancy between: 1) how Korean students see themselves, 2) how they think they are viewed by others 3) what they aspire to become in the future. Most Korean students identified themselves as "Korean" while others described themselves as "Asian" or did not wish to identify themselves. However, their self-definitions did not always coincide with how others saw them in different situations. At school, students tended to be seen as Asians by the mainstream, and shared the experience of being victims of racism. This shared experience along with the cultural similarity allowed them to have closer relationships with Asians. However, physical, cultural and historical "invisibility" of Koreans among Asians contributed to create a sense of inferiority. At home, students try to reward their parents' sacrifices by being "successful" at school, planning a future career, as well as maintaining Korean traditions at home. Korean students develop new identities in their country of settlement, but at the same time, they are still mentally connected to their country of origin. The source of Korean identity is readily accessible in a multicultural society, and globalisation facilitates a connection for Koreans to their homeland. The concept of diaspora presents a new look at the minority students' special relationship to their countries of settlement and their country of origin. It can give a deeper understanding of the social reality in which minority students live. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This thesis concerns curriculum design for the high school credit program in Korean Language at Sup sogiii Hosu (Lake in the Woods), the Korean Language Village (KLV) at Concordia Language Villages (CLV). It reviews the main features and principles of the draft curriculum for the Korean Language Village 4-week high school credit program, evaluates the design based on the classroom results of the inaugural credit session, discusses the feasibility of a total immersion approach in Korean learning for speakers of English, and suggests further directions for Korean immersion curriculum development using WebCT tools. The entire draft curriculum, covering two years of high school curriculum, is presented as an appendix. Along with a general review of immersion, this study also contains a general review of CLV's educational philosophy and its actual program features, and suggests the critical role that KLV can play in facilitating Korean education in the U.S., where the need for more effective Korean language education is rapidly increased. The thesis also discusses the importance of Korean language education for the Korean adoptees who make up a significant portion of the KLV population, and calls for the reform of existing Korean education programs targeted mainly at 2n d generation Koreans in the U.S. / Arts, Faculty of / Asian Studies, Department of / Graduate

This thesis examines the social history of the Vancouver Korean community from 1965 to 1997. Within the Canadian context, first generation immigrant Koreans have experienced two key phenomena which have challenged their social status and made for a unique immigrant experience in Canada. First, there has been a negative estimation of Korean cultural merit by the host society. Second, first generation Koreans were highly educated professionals who could not find employment commensurate with their educational and professional backgrounds. Prestige is extremely important for all individuals and groups. In light of the two challenges of cultural devaluation and downward occupational adjustment, the question that this thesis investigates is how Vancouver Koreans have historically reestablished lost prestige within their own community. It is concluded that immigrant generation Koreans have contested for personal status in two ways: by promoting Korean cultural heritage and by pursuing positions of authority within the structure of the Korean community. / Arts, Faculty of / History, Department of / Graduate

For many years, linguists, ESL writing teachers, and especially students have puzzled over the phenomenon where non-native English writers' sentences are grammatically correct, but their paragraphs and complete essays often appear illogical to native English speaking readers. From the perspective of Kaplan's original contrastive rhetoric theory where American rhetoric is "linear," Korean L2 writers' apparently circular rhetoric causes problems. Even though Korean writers are trying to write paragraphs that are logical for native English readers, this illogical output results in Korean ESL students being perceived as poor writers. In order to discover more about the nature of the rhetorical problems Korean ESL writers face, this study reports on a close contrastive analysis of a corpus consisting of 25 Freshmen Korean ESL students' unedited, first draft essays and 25 Freshmen native-English speaking American Freshmen's unedited, first draft essays randomly collected from a series of 1st year writing classes at a U.S.-based university. The analysis focused on areas where the logical flow breaks down from a native English reader's perspective. The Topical Structure Analytical approach (TSA), developed by Lautamatti (1987), was used to analyze the data. Results show that both American and Korean Freshmen have difficulty controlling topical subjects and discourse topics in their writing. Instead, they often introduced irrelevant subtopics that did not advance overall topic development, making their writing difficult for general readers to follow. The key finding of the study shows that to overcome these rhetorical weaknesses, both Korean and American Freshmen need to be educated in academic writing regardless of their first language.

Thesis advisor: Christina Klein / With the recent rise in popularity of Korean media, more audiences than ever before have been exposed to portrayals of Korean women. Most female protagonists in Korean dramas adhere to Confucian gender norms: they are primarily concerned with romance and fail to drive their own narratives. This paper analyzes feminist characters who instead bend or expand conservative gender conventions in order to normalize different lifestyles for all women. In seeking out progressive portrayals, this paper focuses specifically on depictions of unmarried, elderly, and lesbian women in Korean entertainment. By honing in on women who do not fit the mold of traditional or acceptable femininity, this paper argues for more realistic representations of women in modern Korean society. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: English.

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