Young Children’s Racial-Cultural Identity Negotiation and Development:A Phenomenological Case Study

Q4 Social Sciences

Asia-Pacific Journal of Research in Early Childhood Education Pub Date : 2015-05-01 DOI:10.17206/APJRECE.2015.9.2.97

Heejeong Han

{"title":"Young Children’s Racial-Cultural Identity Negotiation and Development:A Phenomenological Case Study","authors":"Heejeong Han","doi":"10.17206/APJRECE.2015.9.2.97","DOIUrl":null,"url":null,"abstract":"This article reports on a phenomenological case study following one Korean-American child’s \nnegotiation and development of racial-cultural identity in the United States during the first three years of \nschool. This study aimed to closely explore, understand, and explain the critical incidents experienced by \na Korean-American child to recognize and negotiate her racial-cultural identity, and the strategies she \nused to navigate through the school culture. As a result, four themes were identified with the following \nmetaphors: (a) Just give me a sandwich – Avoiding attention; (b) I must have been a slave – Trying to fit \nin; (c) It is my cultural water – Speaking up; and (d) I can be both – Reconstructing flexible identities. \nThis study offers a glimpse into a complex nature of a Korean-American child’s racial-cultural identity \nnegotiation and development in the United States calling for an expanded discourse around the issue, and \nsheds a light on what roles teachers and parents can play to collaboratively address and scaffold the \nexperiences.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"10 1","pages":"97-120"},"PeriodicalIF":0.0000,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Research in Early Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17206/APJRECE.2015.9.2.97","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

This article reports on a phenomenological case study following one Korean-American child’s negotiation and development of racial-cultural identity in the United States during the first three years of school. This study aimed to closely explore, understand, and explain the critical incidents experienced by a Korean-American child to recognize and negotiate her racial-cultural identity, and the strategies she used to navigate through the school culture. As a result, four themes were identified with the following metaphors: (a) Just give me a sandwich – Avoiding attention; (b) I must have been a slave – Trying to fit in; (c) It is my cultural water – Speaking up; and (d) I can be both – Reconstructing flexible identities. This study offers a glimpse into a complex nature of a Korean-American child’s racial-cultural identity negotiation and development in the United States calling for an expanded discourse around the issue, and sheds a light on what roles teachers and parents can play to collaboratively address and scaffold the experiences.

查看原文本刊更多论文

幼儿种族文化认同的协商与发展:现象学个案研究

本文以一名韩裔美国儿童为研究对象，以现象学的方法研究其在美国上学的前三年对种族文化认同的协商与发展。本研究旨在深入探讨、了解及解释一名韩裔美国儿童在认识和协商其种族文化认同时所经历的关键事件，以及她在学校文化中所使用的策略。因此，四个主题被确定为以下隐喻:(a)给我一个三明治-避免注意;(b)我一定是个奴隶——努力融入;(c)这是我的文化之水-大声疾呼;(d)我可以两者兼而有之——重建灵活的身份。本研究揭示了韩裔美国儿童在美国的种族文化认同谈判和发展的复杂本质，呼吁围绕这一问题展开更广泛的讨论，并阐明了教师和家长在合作解决和支撑这一经历方面可以发挥的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Asia-Pacific Journal of Research in Early Childhood Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

期刊介绍： The journal serves as a vehicle for reporting and sharing the results of studies by early childhood education in the Pacific area. It is peer reviewed to insure that only high quality manuscripts are accepted for publication. The journal is multi-disciplinary and serves educators and other professionals concerned with the education and care of young children. It focuses primarily on research activities in the Pacific Rim area, though research reports from other areas are not excluded. The journal includes research articles related to the education and care of children from birth to age 8 and to related topics. These include reports of empirical research, reviews of research, critiques of research, and articles related to the applications of research to practice.