The perceptions, expectations, and lived experiences of Korean parents in a Canadian elementary offshore school
Bibliographic record
Abstract
The purpose of this study is to document the reasons and motivating factors as to why Korean parents enroll their elementary-aged children in an offshore British Columbia school located in Seoul, South Korea. The Korean education system, parent educational expectations and behaviors, and Korean culture and society were also examined in this case study. A qualitative methodology was used to collect data sources. Data sources included individual semi-structured interviews and follow-up interviews with 12 participants. The participants were all parents of children in Grades K–5 attending British Columbia Collegiate School (BCC) in Seoul, South Korea. More specifically, one male parent and one female parent were purposefully selected from each grade to be interviewed. Findings indicated the primary reason parents enrolled their children in BCC was due to their discontent with the Korean educational system. Parents also enrolled their children into BCC to learn English, develop positive character traits, increase the possibility of studying abroad, and increase one’s social status. In line with cultural capital theory, embodied, objectified, and institutionalized cultural capital was used to analyze the findings. Embodied cultural capital, especially linguistic cultural capital, and institutionalized cultural capital played a major role in explaining the findings. The desire to become fluent in English and the high expectations in enrolling in a reputable university were heavily influenced by Korean culture and society. Implications of this work provide new possibilities for further research in the areas of international education and Canadian offshore schools. This research also informs Canadian offshore school teachers and administrators about the educational culture and parental expectations in South Korea.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| 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".