Browsing by Author "Lim, Minyoung"

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    Cultural Diversity in the MSW Learning Space: Exploring Student Awareness, Acceptance, and Perceptions
    (2018-04-26) Bragg, Natasha; Garry, Christine; Lim, Minyoung
    This exploratory study assesses MSW students’ awareness, acceptance, and perceptions with regard to cultural diversity in the MSW learning space. Within this study, cultural diversity encompasses racial and ethnic identities. Through a stepwise multiple regression analysis, seven predictor variables were inputted to assess their predictive qualities on the criterion of perceptions of cultural diversity in the MSW learning space. An anonymous, online survey was the method for data collection. Participants from the study consisted of MSW students from a large, public Midwestern university (N = 146). Three of the seven factors appeared to be significant predictors of perception: acceptance of cultural diversity, completion of the MSW social justice education course, and students' BSW status. The findings from this study can be attributed to social work education and practice with regard to cultural diversity, especially with regard to students’ development of a more critical eye to racial/ethnic diversity’s presence in the learning space.
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    The Experience of Burmese Refugee Students in Higher Education: Blooming out of Concrete
    (2022-09) Lim, Minyoung; Adamek, Margaret E.; Pierce, Barbara; Lee, Jessica E.; Huber, Lesa
    The United States is the world’s top resettlement country for refugees and the third largest community of Burmese refugees lives in the state of Indiana. Many refugee families look to their college-age youth to enhance their well-being. This study explored the lived experiences of Burmese refugee college students’ resettlement and the role that social support plays in that approach. In order to explore the refugee students’ resettlement experiences and the role of social support, social support theory and conservation of resources theory were used to explain the importance of social support for refugee students’ successful resettlement. A qualitative study using thematic analysis was conducted using 32 in-depth individual interviews with Burmese refugee students in higher education. Through an indepth examination of the lived experiences of Burmese refugee college students’ resettlement, four main themes were identified: challenges of resettlement, resettlement needs, the resources of social support, and resettlement experiences. Refugee students actively cultivated their life and showed aspirations of being successful members of this new environment. Even though they faced many challenges and needs identified through interviews, the participants overcame these barriers including a different culture and language and prosper in their lives in the host country. The social support from the coethnic community and people in the host country both affected the participants’ successful resettlement. Co-ethnic community also plays an important role to pursue higher education. The study findings will be used by social work practice, programs, and policies to improve the success of Burmese refugee students' resettlement. This study would serve as a foundation for enhancing refugee students’ resettlement and understanding the critical role of social support resources during the resettlement period. Burmese refugee students would be an important avenue to develop international relations and achieve social justice. In spite of a variety of barriers and prejudices, Burmese refugee students bloom and flourish in their new environment in the United States. They are beneficiaries but also currently benefactors. The perspectives on refugees need to change and move from victims to the citizens of the world.