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미주 한인학교의 운영실태와 한국정부의 해외동포 교육지원사업의 발전방향
오성삼 ( Sung Sam Oh ),서효자 ( Hyo Ja Suh ) 건국대학교 교육연구소 1994 교사와 교육(구 교육논집) Vol.18 No.-
There has been a large influx of Korean immigrants to the United States since 1965, when the United States changed the immigration laws and repealed the quata system that had limited the number of immigants from Asian countries. The children of these Korean immigrants are known to be relatively successful in American school as a group. This article has three main goals: first, to trace the history of Korean Immigrants regarding to their educational activities for their children, second, to explain, within the context of the current plural societies, the relatively high achievement of Korean children in the American educational system and thrid, to evaluate Korean language program for the Korean-Americans. This article is based on survey questionaire and in-depth open-ended interviews researchers of this study conducted with 959 Korean-American children and 134 parents from January to November in 1993. Money and prestige are the criteria for success among Korean-American immigrants, and these criteria are the foundation for the Korean-American community`s cultural model of success. The strategy of most immigrants is to earn money by running their own bussiness and achieve prestige by sending their children to the best universities to become professionals. Because these views are so widely held and firmly believed in, when they manifest themselves with respect to the children`s education they become a powerful force. The children of immigrants internalize these values, making them an important part of their identity. Unfortunately these powerful family and community forces channel students into narrowly defined careers, leaving no room for those who do not conform. When their talents, interests, and lifestyles do not match those appreciated by the family and the community, students have no choice but to suppress that part of themselves, sometimes at significant emotional cost. According to this study, many Korean immigrant parents have conflicts with their children who have been exposed to the liberal educational environment in the United States and the priority concerns of Korean immigrant mothers related to language, communication and the generation gap with their children. Korean immigrant parents feel limitations in talking with their children in English while Korean children often become quiet fluent in communication in English. The differentiated language patterns between children and parents complicate family life. Parents in the dual language family usually have difficulty providing appropriate guidance to their children and receiving their respect. Currently, many Korean language schools are facing the problem of finance, teaching materials, qualified teachers and school buildings. To organize a special committee or research institutes for Korean-American students is one of the recommends to Korean government as a result of this study.
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