Jiin Yoo
My research offers insight into how education systems might better support immigrant parents’ learning, ultimately strengthening their capacity to engage and thrive within Canadian society.
Research description
My doctoral research explores how immigrant parents learn to navigate the Canadian education system to support their adolescent children’s schooling and learning. Although nearly one-third of youth aged 15 and older in Canada have at least one parent born abroad, there remains limited understanding of immigrant parents’ educational engagement — especially regarding their learning and adaptation processes. Studies indicate that immigrant parents, particularly those from non-Western countries, often struggle to engage with the Canadian education system due to differing educational values, unfamiliar institutional norms and persistent language barriers. These challenges, compounded by social factors such as race, class, and gender, can leave parents feeling unwelcome, isolated and excluded from full participation in their children's education. Despite the prevalence of multicultural and multilingual discourses in Canadian education, immigrant parents continue to be marginalized within the educational landscape.
To address these gaps, my research examines the learning trajectories of South Korean immigrant parents, with close attention to how their learning occurs through systemic support and social networks. Grounded in socio-cultural learning theory and adult learning and education (ALE) perspectives, and employing critical ethnography combined with narrative analysis, my study centres immigrant parents’ voices and experiences. It aims to bridge these narratives to educators, school staff and policymakers, contributing to more equitable and inclusive educational practices. I argue that schools — often the first point of contact for immigrant families — can serve as critical sites of learning and integration. My research offers insight into how education systems might better support immigrant parents’ learning, ultimately strengthening their capacity to engage and thrive within Canadian society.
What does being a Public Scholar mean?
To me, being a Public Scholar means serving as a bridge between the knowledge I generate in academia and the world beyond the university. It invites me on an exciting journey to bring my PhD work and experiences into broader conversations and diverse forms of engagement, particularly through social media, non-academic publications and public workshops. I believe this title embodies my long-standing commitment to using knowledge for meaningful impact, to address real-world issues and to grow both as a researcher and in partnership with communities through these engagements.
In what ways do you think the PhD experience can be re-imagined with this Initiative?
The PSI encourages me to re-imagine how my PhD work can connect with a broader audience and create greater impact. It has opened my eyes to various tools and platforms, such as social media, that facilitate collective learning and engagement, thereby actualizing and expanding the reach and purpose of my research through public initiatives. It has also helped me re-conceptualize knowledge production as an ongoing, collaborative process built through partnerships among researchers, research participants, stakeholders and the public.
How do you envision connecting your PhD work with broader career possibilities?
The PSI framework provides valuable opportunities to engage with broader communities and audiences by navigating and applying practical ideas and mobilizing various tools. I believe this experience will not only strengthen my research skills as a public scholar and increase social capital, but also foster a deeper sense of confidence and competence, which will together contribute to expanding career possibilities.
How does your research engage with the larger community and social partners?
My research examines immigrant parents’ lived experiences to generate insights that can help build more equitable and supportive educational environments. I engage with the larger community in two main ways: 1) by fostering dialogues with policymakers and educators beyond the university through various platforms, including non-academic publications in both professional and public spaces; and 2) by directly connecting with immigrant parents through shared online platforms and social media that ensure easy access. The PSI initiative has been especially valuable in helping me design and navigate effective communication platforms and tools that support immigrant parents in accessing resources and information, fostering a sense of belonging and promoting meaningful integration into the Canadian education system.
Why did you decide to pursue a graduate degree?
I chose to pause my academic journey to be fully present with my newborn, but I never imagined that pause would last so long! Parenting was both enriching and challenging — and, ironically, it brought me back to academia with renewed passion and purpose. In particular, homeschooling my two children for four years as a transnational family exposed me to different values and practices, often marked by tensions, conflicts and subtle forms of oppression. These experiences prompted me to reflect on how to honour difference, promote equity and make learning a meaningful and lifelong process, which ultimately inspired me to return to graduate studies in search of answers.
Why did you choose to come to British Columbia and study at UBC?
Back in 2018, I travelled across Canada — from Victoria to Quebec — to visit top-tier universities that had offered me admission to their MA programs. UBC stood out immediately. I was drawn to its welcoming atmosphere, the strength and diversity of its faculty, its world-class research environment and the exceptional support provided to graduate students. What truly sealed the decision, however, was the stunning campus — nestled between ancient forests and the Pacific Ocean — a place that has continued to inspire my learning over the years.
What is it specifically that your program offers that attracted you?
I was drawn to the rich and diverse range of courses offered by the Department of Educational Studies, which aligned closely with my interests in equity, lifelong learning and social justice. I was also inspired by the work of faculty members whose scholarship and teaching deeply resonated with my academic goals.
For you, what was the best surprise about graduate life, about UBC or life in Vancouver?
I was pleasantly surprised and deeply inspired by the program’s open and vibrant learning atmosphere. The hands-on, learner-centred approach to teaching, along with a strong commitment to incorporating critical perspectives — especially Indigenous histories and ways of knowing — offered an eye-opening and truly transformative, educational experience.
What aspect of your graduate program do you enjoy the most or are looking forward to with the greatest curiosity?
I really value the student-centred and collaborative initiatives in Educational Studies, such as the Doctoral Colloquium and Research Day. These spaces allow graduate students to share their research, receive feedback and exchange ideas, motivations and encouragement. Through these events, I’ve gained deeper insights into theories and methodologies across diverse research contexts. More importantly, they’ve fostered a strong sense of connection and belonging among peers. I believe, in a journey that can often feel isolating, these opportunities help build a supportive academic community.
What do you see as your biggest challenge(s) in your future career?
I’m passionate about research and teaching, and I hope to continue both after completing my doctoral program. However, pursuing an academic career has become increasingly uncertain — shaped by shifting political climates, funding constraints, and the rapid rise of generative AI, which adds a new layer of complexity to the evolving landscape of higher education. To navigate these changes while staying true to my values, I feel the need to continuously reconceptualize what it means to "teach," "research" and "learn" — so I can build an authentic academic identity and contribute meaningfully as an educator.
How do you feel your program is preparing you for those challenges?
There are strong collective efforts within my program to support graduate students in navigating their future careers. I appreciate the opportunities to learn from alumni who are working across diverse sectors, including those beyond academia. These conversations have helped me envision various career paths and how I might contribute. Personally, I’ve been able to strengthen both my research and teaching skills through roles such as a research assistant and teaching assistant — opportunities generously supported by my department and my supervisor, Dr. Hongxia Shan. Together, these experiences have equipped me with greater confidence and a broader set of competencies to face future challenges.
What aspects of your life or career before now have best prepared you for your UBC graduate program?
Before graduate school, I worked as a project manager and director in the IT industry across South Korea and Japan, and played a key role in co-founding a venture company in Japan. These cross-cultural, cross-lingual business experiences unexpectedly became a tremendous asset, helping me navigate complex contexts, communicate across differences, and manage multiple stakeholders with efficiency — skills that now support my research and academic collaborations. In addition, my interdisciplinary academic background — in education, psychology and international studies — equips me with broad perspectives that enrich both my own research and collaborative projects. I’ve come to appreciate how diverse, seemingly unrelated experiences can converge to become a powerful foundation for academic growth.
What do you like to do for fun or relaxation?
I rely on a range of activities that uplift both body and spirit — essential sources of energy that sustain my academic life. I particularly enjoy the natural beauty surrounding the UBC campus and across British Columbia. Running and biking along Vancouver’s stunning coastline have become part of my regular routine, and I also love skiing on Whistler’s incredible trails. These spaces never fail to recharge me, offering precious moments to reflect, reset and find clarity amid the complex ideas I encounter in my studies.
What advice do you have for new graduate students?
When I first started graduate studies at UBC as an international student, I was nervous about my English and unfamiliarity with the Canadian academic system. Although eager to participate, I often doubted whether I had anything meaningful to contribute. Looking back, I realize that every student admitted to UBC brings unique strengths — shaped by their cultural backgrounds, life experiences and diverse perspectives. My advice: trust in your value, be open to learning and actively share your voice. The more you engage and contribute, the more rewarding your graduate journey will be.
