Most migrants have assimilated into America’s traditions and ways of life. Although conventional cultural values and beliefs have been preserved by the originating migrants, their children have completely adapted and adjusted to Western culture.
It is interesting to delve into finding out the factors which contribute to the academic performance of migrants’ children, specifically Korean Americans. Adolescents from today’s generation have grown with relatively antithetical thinking and preferences compared to generations that their grandparents and parents were accustomed to. Likewise, academic performance, attitudes and behaviors of previous generations were influenced by communication, among others; as well as traditional and conventional norms.
Communication is the “process of transmitting thoughts, feelings, facts, and other information” through verbal or non-verbal means. (Delaune and Ladner 2006) Verbal messages are messages communicated with the use of words and language. These messages can either be spoken or written. Non verbal communication, on the other hand, is the process of transmitting messages without words, that is, through body language. (Delaune and Ladner 2006).
In this regard, the objective of this essay is to proffer a scenario which manifests the relevance of intercultural communication in the academe, affecting the performance of students from another culture, particularly from Korea. A review of literature would initially be presented delving into the effect of communication to cultural diversity. Likewise, the methodology used would be explained in determining the academic achievement of Korean-American adolescents in schools in the US where a hypothesis is developed. Finally, through the interview conducted and through secondary sources, the effect of family, communication and culture in the academic achievement of Korean-American adolescents