Abstract
ABSTRACT Objective: The study examines how Korean American and immigrant youth interpret the Black-White binary in U.S. history and social studies curricula. Method: Task-based interviews were conducted with 23 Korean-heritage students from two Midwestern cities. The study used Asian Critical Theory (AsianCrit) and sociocultural theory as frameworks for analyzing students’ responses. Results: This research highlights that Korean American and immigrant youth interpret the Black-White binary in school curricula in diverse ways, despite sharing an ethnic background. Conclusion: By presenting a nuanced understanding of individual community experiences, this study challenges the dominant narrative that tends to homogenize not only Korean American/immigrant students but also APIDA/A students.
Published Version
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