Scalise, KathleenChung, Juyoung2012-10-262012-10-262012https://hdl.handle.net/1794/12335This study examines the relationship between heritage language/culture education and academic achievements of some 1.5 and 2nd generation Korean American high school students in Eugene, Springfield, Beaverton, and Portland, Oregon. Previous literature suggests that ethnic culture/heritage language acquisition and academic achievements are related. Through combining self-completion questionnaires, quantitative surveys and in-depth, qualitative case studies, this study seeks to answer the following main research question: Is there a relationship in the sample group between exposure to Korean language/cultural education and academic achievement for 1.5 and 2nd generation Korean American students? The findings of this study could inform on aspects of U.S. multilingual and cultural education policies for school systems, providing some suggestions for vitalizing foreign language and culture education and expanding language immersion programs.en-USAll Rights Reserved.Academic achievementEthnic cultureEthnic identityHeritage languageimmigrant generationElectronic Thesis or Dissertation