The Impact of Prestige Orientation on Shadow Education in South Korea

Lee, Soo Jeong; Shouse, Roger C.

doi:10.1177/0038040711411278

Cited by 85 publications

(44 citation statements)

References 13 publications

(13 reference statements)

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“…While the low quality of schooling can push families to resort to tutoring, demand for tutoring is not necessarily greater in schools of lower quality. In South Korea, families with children in higher achieving schools spent substantially more on shadow education (Lee & Shouse, 2011). Similar patterns have also been found in Hong Kong and Mainland China, where better quality of schools predicted higher participation in tutoring (H. Shen, 2008;Zhan, Bray, Wang, Lykins, & Kwo, 2013).…”

Section: Demand Patterns For Shadow Educationmentioning

confidence: 54%

The demand for shadow education in China: mainstream teachers and power relations

Wei

2014

Asia Pacific Journal of Education

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As in other parts of the world, private tutoring has expanded significantly in Mainland China during the past decade. This has been driven by factors including dramatic economic growth, high-stakes examinations, and the traditions of a Confucian culture at the macro-level, and school leadership and family incomes, at the micro-level. This paper examines the demand for private supplementary tutoring in Chongqing, China. It is based on a mixed-methods study of tutoring received by Grade 9 students. Based on an overview of the demand for shadow education by the sampled students and the driving factors at multiple levels, this paper investigates the role of teachers' power in shaping the demand. It draws on the data obtained from interviews and case studies, applying the theory of power bases to map the power relations among various stakeholders in both mainstream and shadow education systems. The study reveals that nearly half of Grade 9 students receive private tutoring, with mainstream teachers as the most popular category of tutors. While some dimensions of this extra work for teachers may be laudable, other aspects could be described as forms of corruption. This highlights the need to examine the power of teachers. The paper contributes to research in a wider context by refining understanding of the nature of shadow education from a Chinese perspective. It addresses the gap in empirical research on Chinese teachers' involvement in shadow education through the lens of power relations.

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Section: Demand Patterns For Shadow Educationmentioning

confidence: 54%

The demand for shadow education in China: mainstream teachers and power relations

Wei

2014

Asia Pacific Journal of Education

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“…The pressure to perform and earn academic distinction to elevate social prestige leads Korean parents, regardless of SES, take great responsibility for supporting their children's engagement in enrichment activities. This is a very unique phenomenon shown in South Korea and in other East Asian countries as well (Lee and Shouse 2011). Without an understanding of the general climate of South Korea, it would not be possible to fully understand the multiple forms of concerted cultivation appearing throughout families across all SES classes.…”

Section: Discussionmentioning

confidence: 99%

What do mothers say? Korean mothers' perceptions of children's participation in extra-curricular musical activities

Cho

2014

Music Education Research

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“…Even though research studies show varying reasons among different income segments for spending money on private education (Lee and Shouse 2011;Yang and Kim 2003), it is striking that more than half of the population follows this trend.…”

Section: Background Context and Research Frameworkmentioning

confidence: 99%

Misery in dark shadows behind the high achievement scores in South Korean schooling: an ethnographic study

2016

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This article explores some of the hidden background behind the highly praised school results in South Korea. An ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students. Two main results are reported from these data. First, evidence is presented of damaging cultural elements such as internalised norms of resistance and conformity, symbolised helplessness, studying without any interest in controversial issues, an internalised culture of "dealing" and widespread playing with mobile phones, sleeping and applying make-up in class. Second, evidence is presented of an institutionalised school violence involving mechanisms of control, abusive and violent everyday language, explicit school violence and delinquent/deviant behaviour. The article concludes that there is something unique and deeply disturbing about institutionalised violence in South Korean schools and that the abysmally low subjective wellbeing levels of pupils are no coincidence.

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The Impact of Prestige Orientation on Shadow Education in South Korea

Cited by 85 publications

References 13 publications

The demand for shadow education in China: mainstream teachers and power relations

The demand for shadow education in China: mainstream teachers and power relations

What do mothers say? Korean mothers' perceptions of children's participation in extra-curricular musical activities

Misery in dark shadows behind the high achievement scores in South Korean schooling: an ethnographic study

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