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dc.contributor.advisorJordan, Will J.
dc.creatorHan, Keunah Lee
dc.date.accessioned2020-10-26T19:19:14Z
dc.date.available2020-10-26T19:19:14Z
dc.date.issued2012
dc.identifier.other864885487
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1379
dc.description.abstractThis study investigates how Korean Parachute Kids perform academically in their schools and what social factors contribute to Korean Parachute Kids' academic performance. Korean children who came to the U.S. for educational purposes without their parental supervision are called `Korean Parachute Kids'. They have several characteristics: most of them come from high SES families, their parents have high expectations of their children and force them to go to the U.S., Korean Parachute Kids are pressured to attend Ivy League colleges, and their parents tend to compensate for their absence with money or presents. Korean Parachute Kids who come to the United States without their parents encounter many problems, both academically and socially. Many Korean Parachute Kids struggle to adjust and face academic failure due to language barriers, cultural differences, and the different curricula in the U.S. This failure occurs even though acquiring an education is the reason for Korean Parachute Kids' stay in the U.S. and is what their parents have invested exorbitant amounts of money. In light of the absence of their parents, many Korean Parachute Kids' behaviors go unchecked, which may, in turn, cause these children to be maladjusted in many aspects of their school lives. Korean parents' high expectation for their children's academic success is regarded as one of the factors that cause their children to misbehave. Research is needed in order to inform Korean parents and Korean and U.S. society about the academic and social implications of early study abroad for Korean children. Guidelines should also be provided in order for Korean parents to discern what the good and bad aspects of early study abroad in the U.S. are for their children. This research will also be beneficial to educators in America in that they will be aware of Korean Parachute Kids' academic and social difficulties in school since the number of Korean Parachute kids who study in the U.S. continues to increase.
dc.format.extent166 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEnglish as A Second Language
dc.subjectEducation
dc.subjectEarly Study Abroad
dc.subjectEnglish Language Learner
dc.subjectEsl
dc.subjectParachute Kids
dc.subjectSouth Korean Students
dc.titleAcademic Performance and Cultural Adaptation of South Korean Parachute Kids
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberGoldblatt, Eli
dc.contributor.committeememberGross, Steven Jay
dc.contributor.committeememberSwavely, Jill M.
dc.contributor.committeememberDuCette, Joseph P.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1361
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-26T19:19:14Z


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