Bridging cultural divides to better education

When primary students first start school, much of the learning is not just academics, but how to be a part of the school culture: everything from where you put your lunch tray to what activities you do after school.

But what happens when a student moves to a new country where customs, protocol and language are all different from what they’ve learned?

“American teachers are on the front lines when students from a different culture enter a classroom,” said Daniel Dong Woo Yu, assistant director of Global Leadership Training for Auburn University Outreach. “If they understand their students from a cultural perspective, they can help ease the transition to American customs.”

For the past two decades — following the expansion of Korean automakers and suppliers into Alabama and Georgia — Auburn University Outreach’s Korea Corner has helped educators gain perspective about their Korean students who moved with their families. Since 2011, the Global Studies in Education: South Korea program has sent over 90 educators to South Korea to immerse them in Korean culture, society and education systems. They emerge with a better understanding of their Korean students’ perspectives and customs, as well as a path forward for connecting with their students.

Addressing educators’ need for cultural understanding

“Teachers were struggling to understand the behavior of their Korean students and wanted to know more about their culture so they could help address the language and cultural barriers they were experiencing,” Yu said.

One example Yu related was that Korean students are expected to be very independent. In a Korean school, students may eat lunch alone and walk back to their classroom unattended. In American schools, students are expected to sit in groups and line up to transition from lunch to the next class.

“We created the Global Studies in Education program specifically for educators to give them myriad experiences so they come home with a better understanding of how to relate to the Korean families in their school communities,” Yu said.

This June, 15 educators and teachers from Bulloch, Evans and Candler counties in Georgia traveled to South Korea. In Gyeongsan, the group visited Samsunghyun Elementary School, Gyeongsan Science High School and Kyungil University to hear lectures and experience the Korean education system. Afterward, they immersed themselves in the culture of ancient cities including Gyeongju, Andong and Seoul, visiting museums, DMZ, historical sites and touring AJIN industries, one of the automakers that expanded to the U.S., bringing Korean families with it.

“As a citizen of a very individualistic society, I found it refreshing to experience the mindset of collectivist culture,” said Leah Hackle, an educator from the 2024 cohort. “The Korean people really seem to be conscious of contributing their individual part in making their country a better place. I am inspired and challenged to consider how I can cultivate more of that progressive ‘we’ culture I saw in South Korea within my own classroom.”

Brent Osborne was struck by the after-school programs, called hagwon. An estimated 78% of grade school students in South Korea attend the private after-school programs and spend an average of seven hours there per week.

“Their after-school programs are much more educational than what we have. They also have sports and extracurricular activities, but most students that are participating in these programs are receiving extra tutoring, music or creative and critical thinking activities,” said Osborne. “After seeing firsthand what they are about, I now see why Korean families place such a large emphasis on tutoring and enrichment activities when they move to America, because that is what is expected from just about every student in Korea.”

Teachers from the 2024 program gained ideas they hope to bring back to their schools.

“One significant take-away from my experience is the idea of implementing a student ambassador group in our schools,” said Bethany Gilliam, a 2024 participant and teacher in Bulloch County Schools. “Such a group could help assist new students as they enroll, fostering a more inclusive and friendly environment.”

A gathering to reflect and move forward

This November, the 90-plus educators who have experienced the Global Studies in Education program are invited to Auburn for a conference on Bridging Cultures through Education to reflect on the program’s impact in their local communities.

“The goal of the conference is to bring teachers from the Opelika and Auburn school districts together with the Georgia school district participants so they may share experiences, network and generate ideas they can implement in their classrooms,” said Jenny Lee, coordinator of Korea Corner.

Since the program’s inception, many donors have made it possible to offer Global Studies in Education free to participants. In 2024, AJIN INDUSTRIES, one of Hyundai Motor Group’s primary suppliers, generously donated $100,000 to fully fund the next cohort of Global Education Studies participants, ensuring that this vital program continues to reduce the cultural barriers between American educators and the Korean students in their schools.

“The Global Studies in Education program has made an enormous impact on educators in Alabama school systems and now in Georgia as well,” Yu said. “The cultural awareness participants gained from the program helped soften the barriers between the educators and the Korean parents and children. We hope to build on the momentum the program has created and continue to offer this outreach to our educators.”