Racial, Ethnic, and Class Identities of Korean Adoptees in Minnesota and Factors for Pursuing Graduate Education

• In Event: 324 - Section on Race, Gender, and Class Roundtable Session (one-hour).
  In Refereed Roundtable: Table 09. RGC, Education, and Identity

Abstract

This study is an attempt to (1) explore the six Korean adoptees ethnic, racial, and class identities and (2) recognize the factors that influence the interviewees’ pursuit of post-graduate education. Even though this study focuses on three types of identities, race, ethnicity, and class, other factors for their establishment of identities were not ignored. Methods: Initially, two Korean adoptees from Minnesota were recruited as interviewees through an acquaintance and then the snow ball sampling method was used to recruit four more Korean adoptees, three from Minnesota and one from an adjacent area. Face-to-face interviews were used as the primary method for collecting data, and not only the 27 questions on the interview schedule, but also follow-up questions were asked. Findings: The interviewees identified themselves as Korean or Korean American even though their ethnic identity was contextual, and they distinguished themselves from second generation Korean Americans. Racially, they admitted they are viewed as Asian, but they preferred identifying themselves specifically as Korean to being lumped in an indistinguishable category of Asian. Affluent upbringing gave them a sense of belonging in the middle or upper-middle class category. Regarding the factors for their decision to pursue post-baccalaureate education, five categories were found: personal goals, education achievements of parents, personal experiences, environmental factors, and job market/economic reasons.

Author

• Nayoung Heo, Texas A&M University