Skip to main content

About Hyunjoon Park

CONTEXTS MATTER: HOW DO SCHOOLS AND FAMILIES AFFECT CHILDREN’S EDUCATION?
In contemporary societies, schools and families are two social institutions that are most relevant for children’s education. However, the ways in which schools and families affect children’s education are contingent upon contexts of institutional arrangements of educational systems, public policy, and demographic changes.
My cross-national research using large-scale international data of student achievement such as PISA has shown how educational stratification at the individual and school levels is mediated by national contexts of structural features of educational systems such as differentiation and standardization, and state involvement in family welfare.
My recent work examines how schooling environments shape students’ educational outcomes 1) by exploring impacts of homogeneous, standardized Korean education on educational inequality and 2) by investigating potential benefits of single-sex schooling among high school students in Korea.
Another contextual factor that has important implications for children’s education and well-being is family change. I am interested in consequences of rapid family changes for children’s well-being in societies which have weak public welfare systems and conservative family norms, and therefore where family changes should have particularly important implications for children.

Positions

Present Korea Foundation Associate Professor of Sociology and Education, University of Pennsylvania
to


Contact Information

Department of Sociology
University of Pennsylvania
3718 Locust Walk
Philadelphia, PA 19104
tel: 215-898-0942
fax: 215-573-2081

Email:


Cross-National Research: How Contexts Mediate Educational Stratification (4)

Educational Settings and Inequality in Korea and Other Countries (2)

Demographic Changes and Education (5)