Reclaiming Jung-Suh : investigating Korean parents' choice of an early childhood program
Bibliographic record
Abstract
The purpose of my study is to investigate Korean parents’ rationale behind their choice of sending their children to a preschool program that hosts mainly Korean children and instructs the curriculum in English. This qualitative case study involved in-depth interviews with six mothers and examined their cultural, social and educational reasons for sending their children to one particular school, which for many involved long drives from their homes on a daily basis. The research questions that guide the study include: 1) What considerations influence parents’ decisions to enrol their children in a Korean-Canadian preschool? 2) How do the parents view this space/place in regard to preserving Korean culture, language and identity? 3) How do the parents’ concerns and decisions embody (if at all) Korean-Canadian immigrant experiences of living between cultures? Study findings illustrate the mothers’ desire to maintain their children’s Korean identity and language and prepare their children with English language skills needed for elementary school. The main motive behind these desires is to ensure that teachers and peers in the Kindergarten classroom do not overlook their children. The mothers also expressed their desire that the program support their children’s Korean identity and language by maintaining Jung-Suh, a particular way of living and being as Korean. These mothers expressed a belief that maintaining Jung-Suh would keep their children’s Korean identity alive and encourage their children to preserve their Korean language which would allow their children to sustain intergeneration relationships and deepen their cultural connection. The mothers’ experiences highlight courage and agency as well as a sense of vulnerability that they encounter as immigrants to Canada. I frame their experiences within colonial theory, reproduced through the practice of mainstream Eurocentric schooling. I conclude with my own decolonizing learning as part of this research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".