Achieving Joy through Community-based Culturally Relevant Art Education: A Case Study of Korean-American Elementary Students in the Midwest

Abstract

This study investigates the impacts of ethnic community-based culturally relevant art education for a group of Korean-American elementary students in the Midwest, particularly with regards to how they relate to the students’ experience of joy. The study defines joy within the context of culturally relevant education as students being culturally competent, critically conscious, and having a feeling of a sense of community within their home community (Ladson-Billings, 1995a; McMillan & Chavis, 1985). The study finds positive correlations between community-based culturally relevant art education and students’ increased cultural competence and reinforced sense of community, which partially fulfill this definition of joy.