Entering into Global Academia: U.S. Academic Hegemony and Former Korean Elite Athletes' Faculty Appointment in Higher Education
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| Title: | Entering into Global Academia: U.S. Academic Hegemony and Former Korean Elite Athletes' Faculty Appointment in Higher Education |
|---|---|
| Language: | English |
| Authors: | Nam, Benjamin H. (ORCID |
| Source: | Journal of Further and Higher Education. 2021 45(4):481-496. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cultural Influences, Cultural Capital, College Faculty, Athletes, Reputation, Study Abroad, Graduate Study, Doctoral Degrees, Value Judgment, Motivation, Academic Aspiration, Athletics, Kinesiology, Personnel Selection, Foreign Countries |
| Geographic Terms: | South Korea |
| DOI: | 10.1080/0309877X.2020.1784399 |
| ISSN: | 0309-877X |
| Abstract: | This study used a critical phenomenological approach to explore the hegemony of U.S. higher education and the role of cultural capital among former South Korean elite athletes who have obtained faculty positions in the fields of kinesiology and sport studies. Specifically, the investigators examined the lived experiences of 12 former South Korean elite athletes who sought higher education experiences, including doctoral degrees, in the U.S. Participants had been academically disadvantaged during their time in the elite sport system but later gained essential academic knowledge and skills to overcome social and cultural barriers. Therefore, the current study draws on scholarly conversations, exploring factors that motivated participants to pursue education and study at universities in the U.S. Participants discuss how they found avenues for success in academia by using their U.S. doctoral degrees, post-doctoral fellowships, and visiting scholar positions to build educational and cultural capital. Finally, the authors discuss the implications for higher education resources and practices, social justice, advocacy, and educational development. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1295445 |
| Database: | ERIC |
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