Dissertation/Thesis Abstract

Cross-Cultural Experiences, and Perceptions: A Selected Group of South Korean and Chinese Artists Who Received an MFA Degree in the United States
by Koh, Jinyoung, Ed.D., Teachers College, Columbia University, 2019, 189; 13877895
Abstract (Summary)

This narrative-based qualitative research investigated the distinct journeys of eight cross-cultural artists (four artists from South Korea and four artists from China). Utilizing a variety of theoretical frameworks surrounding cross-cultural research, this dissertation examined current discussions on cross-cultural challenges and their implications in the field of art education. Methods of data collection focused primarily on interviews and were examined through the lens of Bandura’s (1997) self-efficacy theory. Evaluating the lived experiences of artists illuminated nuances in cross-cultural environments, specifically, how socio-cultural transitions influenced their artwork and professional lives.

The findings of this research correlate with previous literature surrounding current challenges in the lives of cross-cultural students. These challenges were discussed in the context of how art educators can best confront issues that emerge in the classroom. The analysis and discussion presented in this thesis seeks to provide insights into the experiences of cross-cultural artists, while highlighting the educational implications for both artists and educators.

Indexing (document details)
Advisor: Jochum, Richard
Commitee: Burton, Judith, Yorks, Lyle
School: Teachers College, Columbia University
Department: Arts and Humanities
School Location: United States -- New York
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Art education, Higher education, Asian American Studies
Keywords: Chinese art education, Constructive-developmental framework, Cross-cultural experiences, Self-efficacy theory, South Korean and Chinese artists, South Korean art education
Publication Number: 13877895
ISBN: 9781085588614
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