Cognitive and Psychological Impacts of Discrimination in Educational Settings: a Comparative Study between South Korea and Cameroon

Discrimination in educational settings is a global issue that can profoundly influence students’ cognitive development and psychological well-being. This paper explores the experiences of students in two culturally distinct countries; South Korea and Cameroon by examining how race, ethnicity, language, and socioeconomic factors contribute to discriminatory practices in schools. In South Korea, rising immigration has led to increased diversity, but students of biracial and immigrant backgrounds face significant racial and ethnic discrimination, resulting in stereotype threat, lowered academic performance, and emotional distress. In Cameroon, ethnic and linguistic discrimination, exacerbated by the ongoing Anglophone Francophone conflict, manifests in unequal access to quality education and a hostile school environment, particularly for minority ethnic groups. This comparison reveals both commonalities and differences in how discrimination affects students in these contexts. While in both countries, discrimination negatively influences students’ cognitive performance and psychological health, the specific forms and consequences of these discriminatory practices vary due to cultural, linguistic, and socioeconomic factors. The findings highlight the critical need for context-specific interventions addressing the unique discrimination forms in each country’s educational system. In South Korea, efforts to integrate multicultural education and provide mental health support are necessary, while in Cameroon, addressing structural inequalities and promoting linguistic inclusion are crucial steps toward mitigating the harmful effects of discrimination. Ultimately, this paper underscores the importance of developing policies that cater to the specific cultural and social dynamics of each region to foster inclusive and equitable educational environments.