In this blog post, I’ll provide a sample personal statement for applying to the Department of Home Economics Education at Daegu National University of Education, focusing on my academic efforts and learning experiences during high school, meaningful participation in school activities, and examples of practicing consideration and generosity.
Academic Efforts and Learning Experiences During High School
Exploring the Importance of Family Factors in Academic Achievement
During my freshman year, I learned from an article that family factors have the greatest influence on academic achievement. The article revealed that a family’s economic status has a greater impact on a child’s academic performance than the parents’ educational attainment. I observed that there is a widespread perception among Koreans—as evidenced by the fact that “economic status” is cited as the top requirement for being a good parent—that a parent’s economic status and the family environment determine everything about a child. During a group research competition held in my social studies class, I chose this topic and proposed that we discuss the family factors influencing academic achievement.
In social studies class, we had previously learned about the different types of “factors influencing academic achievement.” The first category was personal factors, which included gender, age, nationality, and individual interest levels; the second was school-related factors, which held that achievement is determined by school facilities and the quality of teachers. The third category was family factors, which included parents’ socioeconomic status, educational resources available at home, and the home educational atmosphere or environment; the fourth category consisted of community characteristics and the influence of private tutoring. By researching these four factors of academic achievement and sharing this information with my friends, I sought to uncover how human beings interact with their environment and live within it. I also compared this with the news article to consider which factor has the greatest impact on human academic achievement.
In fact, since I had previously viewed the factors influencing academic achievement as purely individual, the content of this news article came as a shock to me. While everyone may have different opinions, I have come to believe that “family factors” are the most important factor in academic achievement. The current educational system in Korea has been shaped in part by a mix of rote learning and an exam-oriented evaluation system. By reconstructing and analyzing the factors influencing academic achievement—which I learned in social studies class—using the examples from the article, I realized the role of the family and the need for proper family education. This experience made me resolve to become a teacher who can guide students more effectively at school.
School Activities I Engaged in with Purpose During High School
What If a Student from a Multicultural Family Were in My Class?
As I aspired to become a teacher, I joined the school’s education club, “Edu Player.” This club was composed of students interested in education; we conducted weekly educational volunteer activities and engaged in various discussions on social conflicts, problems, and issues related to education. Club members took turns deciding the discussion topics, and I was particularly focused on the daily lives of students from multicultural families at our school. I felt deeply sorry for them as they often appeared withdrawn and struggled academically due to the unfamiliarity of their educational environment.
When it was my turn, I proposed that we discuss how to help children from multicultural families adapt and learn effectively in school. On TV, radio, and the internet, multicultural families are often portrayed solely as socially vulnerable or withdrawn. For example, the EBS program ‘Multicultural Mother-in-Law and Daughter-in-Law Chronicles’ focused on conflicts between daughters-in-law and mothers-in-law in multicultural families, highlighting only the difficulties these families face. We determined that this could fuel misunderstandings about multicultural families and argued that sanctions are necessary against the media’s tendency to excessively exaggerate or distort the issues faced by these families.
We also added that, for the genuine development and harmony of multicultural families, it is necessary to implement educational program-based policies—rather than one-time financial assistance—to help them become self-reliant in Korean society. I felt that the issue of prejudice and discrimination varying depending on the country of origin—even among foreign families—is a serious factor hindering social integration. In a situation requiring a fundamental solution, I expressed the view that society becomes sickened by the prejudice that views differences in skin color and appearance as inherently wrong, even though students should accept these differences for what they are.
It broke my heart to see friends from multicultural families remain marginalized in the classroom, treated as outsiders. I found myself wondering, “As a future teacher, if there is a student from a multicultural family in my class, what attitude should I adopt toward that student?” I realized that, as a teacher, I must responsibly support the child so they do not feel excluded, and that I need to make an effort to accept them as a member of the community with whom we must live together—rather than viewing them solely as a socially vulnerable group—for the sake of their growth. I resolved to become a teacher who conveys warmth to help students recognize that we are all members of a community living our lives while fulfilling our respective roles—and that the most important thing is an open mind that does not discriminate based on skin color or appearance.
Practical Examples of Compassion, Sharing, Cooperation, and Conflict Management
Participating in Educational Volunteer Activities at a Local Children’s Center Once a Week
Together with members of the educational club “Edu Player,” I have consistently visited a nearby local children’s center every week to participate in educational volunteer activities. Community children’s centers are places frequented by many children who have nowhere to go after school; they are also facilities used by children from low-income or single-parent families with government support. After considering what kind of education would be most engaging for children with relatively few opportunities for private tutoring, I set weekly educational goals and programs to provide a variety of hands-on learning opportunities. I mainly taught math and English, and when the children struggled to keep up, I provided special remedial lessons to help them understand.
It was disappointing to see that while most children were accustomed to solving problems, they didn’t understand why a particular answer was derived. To address this, I set aside separate time to play EBS elementary math videos explaining foundational concepts. Since the videos were short—about 20 minutes—the children could learn easily, and seeing them watch with interest gave me a deep sense of fulfillment as a teacher. I realized that solving problems is not the be-all and end-all of education, and it made me reflect once again on the true purpose of education: to provide the right knowledge and guidance so that individuals can find their dreams and live the lives they desire.
I felt a sense of regret seeing the current reality in elementary, middle, and high school education, where private tutoring tends to take precedence over public education, and students and parents rely heavily on it. Since becoming a teacher, I have resolved to develop diverse teaching methods and actively share more knowledge with children. Through consistent volunteer teaching activities, my dream of making teaching my lifelong career has grown stronger, and I have vowed to lead by example and practice generosity as a future teacher.
