Identity, Educational Prestige, and South Korean Students’ Decision-Making in Pursuing U.S. Higher Education

Research on international student mobility has predominantly emphasized economic, academic, and structural determinants of study-abroad decisions. While these approaches illuminate macro-level patterns, they offer limited insight into the psychological and sociocultural meanings students attach to prestigious foreign institutions. This qualitative study examines how Korean undergraduate and graduate students perceive their decision to study in the United States, focusing on identity development and future goals. The study employs identity-based motivation theory, possible selves, and consumer identity theory to frame U.S. higher education as a symbol of status and social recognition. In-depth interviews with Korean students at U.S. universities identified seven key themes shaping their decisions: relational self-concept, family expectations, prior academic experiences, job security goals, the desire for independence, cost considerations, and the reputation of U.S. schools as markers of global competence. The results show that studying abroad involves more than acquiring skills for employment; it helps students develop their identities, compare themselves socially, and navigate social and academic hierarchies. By integrating psychological and sociological perspectives, the study explains how motivation, identity, and the symbolic meaning of education influence students’ decisions to study abroad.