Analysis of the Test of Proficiency in Korean (TOPIK) Through the Lens of Diversity, Equity, and Inclusion (DEI): Focus on the 2014–2024 Tests

This study explores how individuals with diverse manifestations of diveristy are represented in the Test of Proficiency in Korean (TOPIK) from 2014 to 2024, focusing on Diversity, Equity, and Inclusion (DEI). Grounded in DEI principles, consisting in creating and maintaining a just and equitable society (Kushwaha et al., 2024), the research evaluates the portrayal of various identity categories classified using the identity-related terms from the American Psychological Association’s Inclusive Language Guide (2nd ed., 2023), including: Age; Body Size and Weight; Disability; Neurodiversity; Race, Ethnicity and Culture; Sexual Orientation and Gender Diversity; and Socioeconomic Status. While no explicit stereotypes or discriminatory content were found, the findings highlight a consistent lack of meaningful inclusion, particularly regarding body diversity, neurodiversity, LGBTQ+ identities, religion, and non-traditional family structures. Represented individuals were often passive, with gender roles reflecting traditional stereotypes: women in nurturing roles and men in expert positions. Overall, the study reveals minimal progress over the decade and emphasizes the need for more inclusive representation in language assessments to better reflect societal diversity and foster equity in global educational contexts, especially considering that TOPIK continues to grow in global reach. More inclusive representation followind DEI's principles could enhance the exam relevance and support a more equitable and culturally responsive approach to language education.