The Korean diasporic experience: measuring ethnic identity in the United States and China

The measurement and development of ethnic identity of Koreans living in the United States and China were examined in the context of different migration experiences. Three hundred sixteen undergraduate college students were administered the Multigroup Ethnic Identity Measure (MEIM; J. S. Phinney, 1992). Separate principal-component analysis for each sample was performed to create cross-culturally equivalent Ethnic Identity and Other-Group subscales. Differential item function analysis revealed no cultural item bias among the retained MEIM items. Korean Americans had higher scores on the Ethnic Identity and Other-Group subscales and were more likely to be classified as bicultural than were Korean Chinese. Korean Chinese were more likely to be classified as assimilated, traditional, or marginalized in their cultural orientation.     

An exploratory study about Koreans’ attitudes towards counselling services

This mixed-method design research is an exploratory study of Korean college students’ perceptions of seeking counselling. The quantitative part of the study is a series of factor analyses of the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPH) to extract culturally valid items and constructs. The qualitative part of the study is a content analysis of the written responses to an open-ended question. The factor analyses of the ATSPPH resulted in selecting 15 items and extracting three constructs: Conditional Usefulness, Fear of Judgment, and Lack of Necessity. The content analysis of the written responses derived three additional constructs, including Utilities of Counselling, Provider and Environment of Counselling, and Socio-Cultural and Practical Issues. The meaning of the findings, implications, limitations, and strengths of this study were discussed.     

The psychology of diaspora experiences: intergroup contact, perceived discrimination, and the ethnic identity of Koreans in China

The moderating role of intergroup contact on the relationship between perceived discrimination and ethnic identity was examined in a diaspora community of Koreans living in China. It was hypothesized that Koreans with higher intergroup contact would have a lower ethnic identity under higher discrimination, whereas Koreans with lower intergroup contact would have a higher ethnic identity. Across two separate college samples, Koreans who were more willing to interact with Han Chinese had a lower ethnic identity when discrimination was higher, but this finding was not replicated within one college setting. These findings challenge the linear rejection-identification model and suggest displaced people may minimize ingroup-outgroup differences, depending on their willingness to seek intergroup contact.     

Using phenomenography to unearth factors influencing the delivery of guidance services

Which factors influence the delivery of school guidance services in Colleges of Education (CoEs) in Ghana? The guidance needs of students in the CoEs may not be fully met if the factors that influence guidance service delivery at that level of education are not explored for effective upgrade of service quality. This phenomenographic study therefore explored factors influencing the delivery of guidance services in CoEs in Ghana. We interviewed second-year teacher trainees (n = 24) and counsellors from three randomly selected CoEs in the Volta region of Ghana (n = 3). The findings indicate that material resources and awareness influenced guidance service delivery in the CoEs. It was also found that although students reported that confidentiality and attitude influenced service delivery in the colleges, the counsellors did not agree with this. Finally, the study discovered that human resource does not influence guidance service delivery in the colleges. It was recommended that college authorities should provide the material resources, such as offices, computers, and test batteries, that are needed for counselling, and counsellors should publicise the guidance programme to raise awareness and lead to the development of positive attitudes towards the programme. This study contributes to the guidance and counselling literature by illuminating the factors influencing guidance service delivery in CoEs. This should be of interest to practitioners, policymakers and researchers in school guidance and counselling.