In this blog post, I’ll summarize the academic efforts I made during high school, my participation in school-based multicultural activities, and the lessons I learned through empathy and collaboration.
Academic Experience and Reflections
While preparing for the College Scholastic Ability Test (CSAT), I set a goal of achieving an average grade of around 1.5 in the three subjects: Korean, Math, and English. Realistically, I determined that I would need to earn a Grade 1 in two subjects and a Grade 2 in one—or at least a Grade 2 in two subjects—to meet my target. Looking at my early mock exam scores, it was common for all three subjects to be at Grade 2, or for two subjects to be strong while one remained at Grade 3. To improve my scores and meet my goal, I focused on organized note-taking and managing my incorrect answers.
I believed it was important to consolidate the basic theories and concepts into a single notebook and to create a separate notebook for wrong answers for each subject. However, when I actually tried to implement this approach, it wasn’t easy. Trying to organize all the content into a single notebook resulted in an overwhelming volume, and for subjects with long passages—such as Korean or English—I struggled with how to condense and organize the passages themselves when compiling my wrong-answer notes.
So, I adapted my organization method to suit the characteristics of each subject. For math, I created a mistake notebook focused on the solution process to reduce errors, while for language-related subjects, I prepared by creating type-specific summary charts centered on the question types I frequently got wrong. For example, if I frequently got grammar questions or fiction/literature questions wrong in Korean, I would intensively solve problems of that type to learn the patterns; for English, I noted the types I repeatedly got wrong and supplemented my preparation by solving numerous related problems.
Throughout my senior year, I focused on the core subjects while somewhat neglecting others, such as arts and physical education, but I consistently maintained my school grades. Since I prioritized improving my mock exam scores, my study routine may have seemed one-sided at first. However, once I gained confidence in my core subjects, I had the leeway to manage my elective courses more steadily, which ultimately allowed me to achieve a balanced overall academic performance. Through this experience, I learned the importance of tailoring study methods to the characteristics of each subject and the value of self-directed management.
Description of Major School Activities and Reflections
During high school, I developed an interest in multicultural understanding and founded the “Global Club.” Starting from my religious background, I came to empathize with the educational challenges faced by multicultural families and their children. Witnessing the experiences of a relative in my family who was in an international marriage helped me recognize these issues not as someone else’s problem, but as my own. Therefore, I established a club at school aimed at promoting multicultural integration and planned various activities.
Club activities centered on discussions designed to foster a global mindset. We covered a wide range of topics—including issues facing social minorities, immigrants, North Korean defectors, international refugees, and human rights—and combined group reading sessions with external lectures to build a foundation of knowledge. For our reading sessions, we selected books on global understanding and multicultural exchange to read together, while guest speakers shared real-world examples and philosophies from the fields of multiculturalism, human rights, and education.
I was particularly impressed by a session comparing public policies and educational systems. By examining the welfare policies and educational measures other countries implement to promote multicultural inclusion and immigrant integration, we were able to identify insights applicable to our own reality. Building on this foundational knowledge, the club decided to move beyond mere discussion and research and develop practical programs.
Our research topics included practical coaching methods to help children from multicultural families settle in and adapt to school, as well as the development of educational curricula designed to foster consideration for the vulnerable and the inclusion of others. We sought concrete measures that could be applied in educational settings, and as a result, we proposed new programs to the school and implemented them ourselves. We introduced practical improvements—such as basic Korean language instruction, guidance on multicultural education and welfare policies, and support programs linked to the school counseling center—and proposed and operated systems that enabled psychological evaluations, learning assessments, career exploration assessments, and personality tests for children from multicultural families.
Through this process, I gained experience that went beyond simply acquiring knowledge; I learned to identify problems within an organization, design solutions, and put them into practice. This experience allowed me to directly experience the practical challenges and rewards of turning a sense of social responsibility into action and creating institutional frameworks to support others.
Writing About Examples of Compassion, Sharing, and Collaboration, and My Reflections
The club’s research findings were quickly translated into practical events. The events we planned were a Multicultural Healing Camp and a Multicultural Festival. Initially, our role was limited to submitting proposals to the school and providing basic materials, but once the events were approved, club members took full responsibility for managing the entire process.
The event preparation process was a series of tasks requiring meticulous cooperation, such as recruiting participating families, promoting the events, assembling operational staff, and setting up on-site installations. We divided roles among small teams—preparing tents and props for the camp and assigning staff to plan and run the festival’s hands-on booths. The publicity team recruited participating families, the operations team designed the on-site flow, and the program team reviewed the hands-on activities and educational content.
As a result, we were able to host a two-day, one-night camp on the school playground, inviting families from Southeast Asian countries such as Thailand and Vietnam. During the camp, we ran conversation and exchange programs, providing time for participants to share their cultures and communicate with one another. Through this, not only the participants but also we ourselves formed new relationships and broadened our understanding of other cultures. We invited not only multicultural families but also international exchange students, immigrant students, and international students to the festival, creating an opportunity to expand the scope of multiculturalism by interacting with students from diverse regions such as Canada, Europe, Asia, and the Middle East.
While organizing the event, I deeply felt the sense of fulfillment and responsibility that comes with being both a planner and an implementer. Above all, although conflicts arose at times as we divided roles and worked together, I learned how to resolve problems through clear objectives and effective communication. This experience allowed me to truly appreciate the values of consideration, sharing, and cooperation, and it was particularly meaningful because it actually contributed to improvements within the local community and the school organization.
