- VOLUME
- Vol. 18 | (2)
03_Home literacy environment and academic performance.pdf
- MANUSCRIPT TITLE
- How are home literacy environment and youth’s academic performance associated? What South and North Korean parental involvement reveals
- KEYWORDS
- home literacy environment, family background, academic performance, North Korean children, social factors
- PUBLICATION DATE
DOI: 10.22804/kjep.2021.18.2.003
Open Access
This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.
License: https://creativecommons.org/licenses/by-nc-nd/4.0/
ⓒKorean Educational Development Institute (KEDI)
Abstract
The study explored whether family background and home literacy practices are associated with the achievement gap between North and South Korean students. A total of 103 North and 146 South Korean parents responded to the home literacy practice questionnaire. The results showed that there were significant differences in academic achievement, with the largest difference observed in English, followed by social studies. Family’s SES explained the observed academic achievement differences with the exception of social studies. The two groups differed significantly in home literacy practices, and the largest difference was observed in parents’ reported academic interest and support for their children. These findings have implications for teacher education and the role of North Korean parents in supporting their children’s education.