“Intraethnic Othering” and Identity of Korean University Students in Canada and in the U.S.

This paper explores identity construction and language practices of Korean university students through a comparative case study at two North American universities: one in Canada and the other in the U.S. Drawing on qualitative interview data from a larger ethnographic study of intraethnic othering among the “Korean” students, this study highlights two key findings: First, early and latecomer Korean university students form distinct affinity groups based on differences in social belonging, cultural practices, and language use, with language proficiency and cultural participation shaping their ethnic identity. Second, U.S. students are more motivated to maintain Korean-English bilingualism due to strong institutional support and the importance of bilingualism in immigrant communities, whereas Canadian students, lacking such support, invest less in bilingualism and their Koreanness. The paper concludes with a discussion of the study’s implications for a more nuanced understanding of the increasing linguistic and cultural diversity in higher education across the globe.