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International Journal of
Population Studies Education fever in South Korea

stake in their children’s upbringing thus extends beyond Table 1. Korea’s rankings on the Program for International
the material benefits to family circumstances and the Student Assessment 2000 – 2018
benefits bestowed on the children themselves, reflecting 2000 2003 2006 2009 2012 2015 2018
the women’s individualized value from the community’s
perspective as well as their self-worth. Reading 6 2 1 2 – 4 3 – 5 4 – 9 2 – 7
Mathematics 2 3 1 – 4 3 – 6 3 – 5 6 – 9 1 – 4
With the advent of a compressed, East-Asian variety
of modernity in South Korea, individuals’ gender Science 1 4 7 – 13 4 – 7 5 – 8 9 – 14 3 – 5
and age roles underwent a transformation, making Notes: Estimates from the Organization for Economic Co-operation
the intricate paradigm of collectivism and skewed and Development (OECD, 2019). Ranges indicate that Korea’s score
was statistically insignificant from those of select other countries.
individualization within families particularly pronounced
(Chang, 2010). The sociocultural and economic reality not necessarily translate into actual skills, successful social
became “intricately enmeshed with the simultaneously integration, job prospects, or welfare, potentially leaving
subservient and masterminding status of women in the Korean children behind in these areas.
highly family-centered systems of political economy,
social care, educational competition, etc.” (Chang & Song, While the nation basks in pride, and parents derive their
2010, p. 559). Modernity has transformed the space in self-worth from identifying with their children’s academic
which Korean mothers function and receive value and achievements, the children bear the costs and remain
the means by which that happens. Korean mothers have unaware of the true value of their education. Children
individualized the management of household affairs and become unwilling pawns in their mothers’ and the state’s
children’s academic achievements, placing their children’s tactical struggle to climb respective hierarchies. To the
achievements on the front line to be publicly seen and extent that the mothers’ support for children’s education
appropriating value from them for their own gratification does not stem from an understanding of their children’s or
and self-validation. their own true needs (Han, 2008), the arrangement does
not enhance social welfare – or indeed the welfare of any
Modernity, by upending the existing social fabric
and norms of community relations and bringing along single person.
the opportunities and risks associated with worldwide 2.2. Reconceptualizing education
exchange and the knowledge-based economy, has focused
the spotlight on individuals’ cognition and education, In his exposition of the symbols and meanings of initiation
particularly on families’ role in raising children. The rituals, Turner (1967) decomposed the elements in the
traditional zeal for children’s education in Korean families society’s production of fully integrated social members.
has survived a bygone era, but its manifestations and social The typical route involves neophytes undergoing isolation
implications have undergone a realignment. As economic and a set of predetermined exercises conducted by
and social problems in Korean society have evolved, so have someone with absolute authority to transition from an
the circumstances, forms, and yardsticks of instruction. initial prima material state to a state of maturity. During
the period of liminality, on the margin (or limen) of
2.1. One path and one output metric accepted social structures, neophytes are not recognized
as legitimate members of either the unspoiled innocent
An important element of the compressed modernity has youth or the experienced mature class, and, as such, have
been the validation through simple seemingly objective limited rights and civic responsibilities. During initiation,
output metrics. The South Korean education system is they are thoroughly exposed to a hierarchical relationship
notoriously effective according to these metrics. Korean with their initiators to learn the skills and values necessary
adolescents have consistently scored at the top in the to (re)join society as full members. Children engaged in
International Assessment of Educational Progress in formal education in a modern society can be viewed as
math and science and in all components of the Program going through a liminal phase of an initiation ritual.
for International Student Assessment (Table 1). These
achievements have given international recognition to the The student–initiator relationships exist between the
quality of the Korean schooling system and bestowed a sense students and their educators. The education establishment
of pride on the nation at large. However, what is missing is tasked with initiating children into successful
from the rankings is the measure of effort and resource participation in the modern, democratic Confucian society
outlays that enable these excellent results. Moreover, while and the creativity and knowledge-based marketplace. The
the international recognition accrues to the nation, the institution of a traditional initiator is represented by the
unmeasured burdens are borne by individual families, in educators and by the package of norms and truths they
particular the children. Finally, the standardized results do stand for. Students are expected to accept these norms and

Volume 11 Issue 4 (2025) 43 https://doi.org/10.36922/ijps.2955