Perceived Challenges and Opportunities in Schooling: Experiences of North Korean-Background Students in South Korea

• In Event: Displacement, schooling, and inclusion: Experiences and comparisons across diverse contexts

Proposal

Access to quality education not only provides opportunities for (im)migrants and refugees to acquire skills and knowledge as well as recognized qualifications, but it is imperative for living productive, fulfilling, and independent lives in a new social milieu (Dryden-Peterson et al., 2018, UNHCR, 2016). Despite the critical role of education in supporting successful integration of newcomers into the society, school persistence and completion seem far from being reached for school-aged North Koreans living in South Korea as many face myriad challenges in schooling. In this mixed-methods study, we attempt to understand the schooling experiences of children and adults with North Korean backgrounds residing in South Korea and investigate the individual and contextual factors that influence their decision to stay/persist in education or quit school. We ask, What are the factors that influence school persistence and school dropout among students with North Korean backgrounds in South Korea?
Despite the recognition that educational achievement and completion are key to successful integration into South Korean society, North Korean students seem to face myriad challenges in education that could influence their academic performance, completion, and transition to a higher level of education. In some cases, students decide to quit schooling. According to recent literature, the school dropout rate for North Koreans has markedly increased, particularly as they transition from secondary to higher education (Kim, 2021; Yoon, 2020). Many scholars have problematized North Korean students’ high dropout rate, which once reached 10 times higher than their South Korean counterparts (Ahn, 2010; Chung et al., 2004; Kim, 2021; Park, 2008; Park et al., 2019; Yang & Bae, 2010). An array of social, linguistic, and academic barriers has contributed to permanent or temporary dismissal from the formal education system. Interrupted schooling experiences, high pressure to ‘catch up,’ stereotypes and discrimination, and language barriers are some of the factors that discourage North Korean students from excelling academically in South Korean schools (Chung et al., 2004; Hong, 2012; Kim & Jeong, 2011; Kum et al., 2004).
This mixed-methods study investigates factors that may promote and inhibit the schooling experiences and systematic inclusion of these students (Alexander et al., 2001; Bradley & Renzulli, 2011; Dryden-Peterson et al., 2018; Stearns & Glennie, 2006). By employing the concept of systematic inclusion, which integrates structural integration policies (focused on ensuring quality learning opportunities) with relational integration outcomes (aimed at fostering a sense of belonging) (Dryden-Peterson et al., 2018), we highlight the gap between policies and outcomes, which may have contributed to high dropout rates and challenging school transitions for students with North Korean backgrounds in South Korea.
Drawing on survey questionnaires (N=100) and in-depth individual interviews (N=30), the preliminary findings highlight several critical factors influencing school persistence and dropout among these students. In secondary education, some of the most commonly perceived challenges included cultural differences, family issues, academic difficulties, language barriers, and identity confusion. However, several participants also acknowledged the support from peers, teachers, self-help strategies, and external assistance, which contributed to their academic persistence. In higher education, academic, cultural, career-related, and linguistic challenges were considered significant factors. Participants also expressed a need for a broad range of educational support, including access to information, as well as psychological, emotional, and economic assistance, emphasizing the importance of support systems in helping them continue their education in South Korea.
This study advocates for just and inclusive educational futures for displaced children and adults with North Korean backgrounds in South Korea, aligning closely with the theme of the Comparative and International Education Society (CIES) 2025—Envisioning Education in a Digital Society. By examining the factors that influence North Korean students’ schooling experiences, this project contributes to understanding the challenges impacting academic success and social integration in one of the most advanced digital societies in the world. Our findings aim to inform policymakers, practitioners, and educators about the factors that hinder academic persistence and performance among students with North Korean backgrounds in South Korea, advocating for more supportive and inclusive learning environments.

Authors

• Jihae Cha, The George Washington University

• Doo Rhee Lee, The George Washington University

• InJung Cho, The George Washington University