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Barriers to Promoting Structural and Relational Integration Among Students with Refugee Backgrounds in the South Korean Education System

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  • Jisun Jeong

    (School of Education, American University, 4801 Massachusetts Ave NW, Washington, DC 20016, USA)

  • Jihae Cha

    (Graduate School of Education and Human Development, The George Washington University, 2134 G. St. NW, Washington, DC 20037, USA)

Abstract

This study examines refugee integration in South Korea’s emerging asylum context by analyzing how education policies and practices shape inclusion, drawing on interviews with 23 key informants from government and civil society. Despite legal frameworks guaranteeing access, findings reveal how institutional, sociocultural, and political factors create significant policy–practice gaps, hindering both structural integration (enrollment, curriculum, language of instruction, certification) and relational integration (sense of belonging) in schools. Barriers include bureaucratic obstacles, language barriers, discrimination, and limited post-secondary pathways. While civil society actors create opportunities, broader systemic changes are needed to promote the meaningful inclusion of students with refugee backgrounds in South Korean society.

Suggested Citation

  • Jisun Jeong & Jihae Cha, 2025. "Barriers to Promoting Structural and Relational Integration Among Students with Refugee Backgrounds in the South Korean Education System," Social Sciences, MDPI, vol. 14(10), pages 1-19, September.
    • Handle: RePEc:gam:jscscx:v:14:y:2025:i:10:p:582-:d:1760176
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