YangHyun Kim

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About me

My Topic/Purpose

My purpose is to "encourage Korean STEM teachers to implement Culturally Responsive Pedagogy for 1.5 generation immigrants"

Needs Assessment

Korean Government:

Facing the demographic cliff and the lowest fertility rate, the Korean government recognizes immigration as the crucial policy to maintain the size of the national population. However, the expected social conflicts and costs of immigration require the government to develop 'social integration' program.
Multicultural education is a famous academic concept for social integration between the immigration population and the native population.
Most of the educational policies such as pre-service teacher education focused on the students from the cross-cultural family.
However, the number of 1.5 generation immigrant students steadily increases with few educational interventions.
The importance of STEM knowledge is increasing in the South Korean education system with the inflated discourse of 4th industrial revolution

Formal school:

Most schools have 1~3 1.5 generation students per school.
Schools usually suggest a special after-school class for 1.5 generation by gathering them in one regional institution to minimize the investment of school resources.

The alternative schools (sheltered instruction)

The prime purpose of the sheltered school in South Korea is empowering students and returning them to formal educational institutions
These schools focus on Korean language education rather than other academic subjects such as STEM.

1.5 generation immigrant students:

Students face various challenges: 1) they need to adapt to the new family and new father. 2) they are required to negotiate with the new educational system, and 3) they need to improve their Korean language skill.
The educational gap between sending and receiving country and even the alternative schools and formal schools discourage 1.5 generation immigrants.
They also suffer from damaged self-concept because they were 'good' students in their home countries. Their achievement in the previous education system is one reason they could choose to move to the new country.

Parents of 1.5 generation immigrant students

They have dissatisfaction on the effectiveness of learning outcomes in the sheltered school
They also worry about the stress of their children resulted from not only the process of settling down in the new country but also escalated tension among immigrant students.

Analysis of the Learner and Context

The Korean STEM teachers

are required to participate in regular professional development program during vacations (summer/winter)
are not prepared to implement culturally responsive pedagogy due to the teacher education curriculum that not covered this topic.
are familiar with the context of cross-cultural families and their adolescent because the discourse about cross-cultural families is widespread in media.
have few understandings about the context of 1.5 generation immigrants
have no experience of 'sheltered instruction'
are familiar with the constructivist approach of learning (e.g. reconstruction of the curriculum)

Performance Objectives

1) STEM teachers explain the concept of sheltered instruction, the value-ladeness of STEM education, and the importance of culturally responsive education in STEM

2) STEM teachers map the previous knowledge of 1.5 generation immigrant students in regard to Korean STEM curriculum

3) STEM teachers plan strategies for reconstructing and mediating STEM curriculum for 1.5 generation immigrant students who are the Korean Language Learner

By achieving these objectives, Korean STEM teachers will implement culturally responsive teaching by both reconstructing curricula & instructional strategy with the given 1.5 generation immigrant students in their class,

Task Analysis

1. Understand 1.5 generation immigrant learners and sheltered instruction

2. Understand the concept/principles of culturally responsive instruction in STEM

3. Restructure STEM curriculum to better support 1.5 generation immigrant learners in a culturally responsive way

Curriculum Map

References and Resources

Bohrnstedt, G., Kitmitto, S., Ogut, B., Sherman, D., & Chan, D. (2015). School Composition and the Black-White Achievement Gap(NCES 2015-018). U.S. Department of Education, Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.

De Villiers, R., & Monk, M. (2005). The first cut is the deepest: Reflections on the state of animal dissection in biology education. Journal of Curriculum Studies, 37(5), 583–600. https://doi.org/10.1080/00220270500041523

Fritzen, A. (2011). Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners. Curriculum Inquiry, 41(2), 185–211. https://doi.org/10.1111/j.1467-873X.2011.00548.x

Gay, G (2014). Culturally Responsive Teaching Principles, Practices, and Effects. In Milner IV, H. R., & Lomotey, K. (Eds.). Handbook of urban education. Routledge. (pp. 371-391)

IGI Global dictionary (https://www.igi-global.com/dictionary/culturally-relevant-pedagogy/52842)

Noguera, P. A. (2014). Urban Schools and the Black Male “Challenge” In Milner IV, H. R., & Lomotey, K. (Eds.). Handbook of urban education. Routledge. (pp. 141-155)

임슬기 & 이수형. (2019). 수학 성취도에서의 성별 격차: 동태적 변화와 원인 분석. 교육과정평가연구. 22(2). 293-317. Lim, S. G., & Lee, S. H. (2019). Dynamics and Determinants of the Gender Gap in Math Test Score. The Journal of Curriculum and Evaluation. 22(2). 293-317.