The aggregation of various Asian American ethnic groups into one homogenous block and the comparatively sparse amount of research on Asian Americans creates of one the most misunderstood groups in American society and scholarship. The aim of this dissertation is to study one Asian American ethnic group, Korean Americans, and to find the relationship between their ethnic identity formation and academic achievement. Other factors such as socialization, the role of the church, and religious identity are also investigated within the framework of the theories of second culture acquisition (SCA). Specifically, the alternation model was chosen because of the nonhierarchical nature of this two-dimensional model in which both Korean and American cultures could coexist whereby one culture does not necessarily have to be lost in order to acquire another. This quantitative study samples from Korean American students attending Bible study classes within ethnic Korean churches across two states. A battery of survey measures designed specifically for Korean Americans is used to test for ethnic and religious identity as well as socialization. To replicate academic achievement, two reading and two mathematics tests are also administered to the 45 participants. The results revealed that an additive phenomenon occurred in which students who were multicultural and/or are members of a Korean organization were shown to achieve higher scores on the achievement tests. These outcomes held true even on the reading tests when compared to students who only adhered to an American identity in which they only spoke English. The data also revealed the importance of the mastery of dual languages, in this case Korean, whereby those with higher levels of fluency exhibited increased test scores. Disaggregating Asian Americans and finding the mechanisms driving academic outcomes revealed the unique complexities and interactions of ethnicity, culture, history, migration, and language which influence and characterize one Asian American ethnic group. Using an in-depth and singular approach to studying Asian Americans revealed more piercing insights than relying on generalizations and “model minority” tereotypes as the lens with which to view this diverse group of peoples.

This scholarly examination specifically focuses on Korean-American identity, particularly in regards to Korean-American youth, after 9/11. The text represents an important contribution to Korean-American studies.

This in-depth examination: debunks the simplistic "culture of poverty" argument that is often used to explain the success of Asian Americans and the failure of other minorities; illustrates how Asian Americans, in different social and economic contexts, negotiate ties to their families and ethnic communities, construct ethnic and racial identities, and gain access to good schooling and institutional support; offers specific recommendations on how to involve first-generation immigrant parents and ethnic community members in schools to foster academic success; and looks at implications for developing educational policies that more fully address the needs of second-generation children."--BOOK JACKET.

Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology provide rich, detailed evidence and interpretations of the status and experiences of Asian American students, teachers, and programs in K-12 and higher education, including struggles with racism and other race-related issues. This material is authored by nationally-prominent scholars as well as highly-regarded emerging researchers. As a whole, this volume contributes to the deconstruction of the image of Asian Americans as a model minority and at the same time reconstructs theories to explain their diverse educational experiences. It also draws attention to the cultural and especially structural challenges Asian Americans face when trying to make institutional changes. This book will be of great interest to researchers, teachers, students, and other practitioners and policymakers concerned with the education of Asian Americans as well as other peoples of color.

This is the first in the book series on educational research sponsored by Chinese American Educational Research and Development Association (CAERDA, www.caerda.org).