Abstract

This study examines the sociocultural and linguistic experiences of Korean Early Study Abroad (ESA) students within United States higher education, focusing on themes of voicelessness, ethnic solidarity, and self-segregation. Utilizing a case narrative approach and drawing on Bourdieu’s theories of symbolic violence and habitus, this research explores how Korean ESA students, navigating both linguistic insecurities and cultural power dynamics, often feel marginalized within a Midwestern university setting. These experiences push them toward ethnic solidarity, creating a sense of community that, while supportive, can reinforce self-segregation and hinder opportunities for cross-cultural engagement. Such dynamics impact their identity formation and development as global citizens, revealing the protective and isolating effects of close ethnic bonds. By documenting the students’ reflections on the ESA process and their years of adaptation, this study provides a nuanced perspective on their challenges and strategies. These insights contribute to a broader understanding of the complexities surrounding internationalization in US higher education, highlighting the need for empathetic and culturally responsive educational environments that actively support the identities and well-being of international students.