It is interesting to delve into finding out the factors which contribute to the academic performance of migrants’ children, specifically Korean Americans. Adolescents from today’s generation have grown with relatively antithetical thinking and preferences compared to generations that their grandparents and parents were accustomed to. Likewise, academic performance, attitudes, and behaviors of previous generations were influenced by traditional and conventional norms. The methods of teaching, as well as the instructional materials available during those times, provide limited or more constrained opportunities for access to a broader knowledge base. The impact of advances in technology in the past decades has drastically altered the values, views, and preferences of adolescents including their study habits and academic performances.The objectives of this research are threefold: (1) to present the academic achievement of Korean-American adolescents in schools in the US. (2) to identify which factors contribute to the academic success of Korean-American adolescents. and (3) to determine the effect of family and culture in the academic achievement of Korean-American adolescents in US schools.Ethnic Identity as a Predictor of Problem Behaviors among Korean American Adolescents, a Journal article by Eunai K. Shrake, Siyon Rhee. Adolescence, Vol. 39, 2004 presents the underlying problems that Korean American adolescent’s experience.Chung, Jungsook Park. 1998. A Study of Self-Esteem in Selected Korean-American Youth in the Fort Worth-Dallas Area. Ph.D. Thesis, Southwestern Baptist Theological Seminary aims to discover certain significant predictors of self-esteem among Korean-American adolescents and to determine the difference in self-esteem scores across the variables of gender, length of residence in the United States, parents’ marital structure, language preference, and significant others. In this study, the adolescents who chose parents as the most significant others received the highest scores in self-esteem analysis. The adolescents who chose friends received the middle score, and the adolescents who chose teachers received the lowest score.

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