• Journal of Wellbeing Management and Applied Psychology
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• 제1권1호
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• pp.14-20
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• 2018

This study focuses on the understanding of social workers' needs for cultural competence and understanding its meaning. And furthermore, this study describes Korean cultural competence and how it is viewed in Korean reality where social workers are. Therefore, this study suggests this research idea based on previous researches data and discussed issues. Particularly considering the unique nature of Korean social welfare site involving multicultural, the role of advocacy is considered essential to Korea. Also, it is necessary and unavoidable part of the perspective of a social justice. Currently, with increasing international marriage, Korean society is rapidly moving toward a multicultural society. This means that we need to promote the ongoing multicultural understanding education to improve and enhance multicultural education system. But, the real effect of the multicultural understanding education in reality of the situation represent just other culture introduction, thus, most of the ongoing multicultural understanding education systems are insufficient to improve the multicultural competence. Korea still has a long way to go before becoming a full-fledged multicultural society. A multicultural society can bring diversity and rich life. Therefore, social workers with deep Korean multicultural competence should be increased in Korean changing multicultural society.

• The Mathematical Education
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• 제52권3호
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• pp.379-398
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• 2013

The purpose of this research is to study a perception of multicultural education for preservice teachers who major in mathematics. The research has been done on the data collected from 126 preservice teachers in Gangwon-do who major in mathematics. The data collected include experience of multiculturalism, multicultural efficacy, multicultural understanding and multicultural sensitivity. The data have been analyzed by reliability test, t-test, one-way anova and pearson correlation. Most of preservice teachers who major in mathematics have had no experience of multiple cultures. But they have shown a high perception on multicultural education and a significant positive correlation on their experience of multiculturalism, multicultural efficacy and multicultural sensitivity. Furthermore, the female preservice teachers' multicultural efficacy, multicultural understanding and multicultural sensitivity are much more high than the male preservice teachers'. The difference between different sex has been statistically significant.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제18권7호
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• pp.644-654
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• 2017

Due to globalization and the increasing number of international marriages, Korea has become a multicultural society. In 2012, the Korean Ministry of Education established guidelines for education on multicultural understanding for all K-12 students. The purpose of this study is to understand how education on multicultural understanding is conducted and to provide suggestions for improvements. Based on the six goals of multicultural curriculum in Bennett's conceptual model, this study explores how multicultural education specialists conduct their instructions and how they convey the value of multicultural understanding in public schools. Four multicultural education specialists were recruited, and various qualitative data were collected from pre- and post-interviews and classroom observations. The data were analyzed through thematic analysis. The study findings show that the participants educated elementary students by introducing their own (or spouse's) culture through their traditional clothes, food, and customs. This indicated that they focused mainly on developing multiple historical perspectives and strengthening intercultural competence. However, their current education on multicultural understanding may not help students to increase an awareness of the state of the planet and global dynamics, and to build social action skills. Finally, we suggest that multicultural education should be integrated and infused into national (regular) curricula so that all students can enhance their multicultural understanding.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제17권10호
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• pp.439-448
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• 2016

This study analyzed the influence of cultural empathy and analysis on the cultural sensitivity and understanding of multicultural education and the relationship between the attitudes and cultural empathy and understanding of multicultural education and the multicultural sensibility and attitudes of pre-service early childhood teachers. We conducted a survey on cultural sensitivity, multicultural education and understanding attitude among Early Childhood Education College and enrolled 165 infants with pre teachers in pre-service early childhood teachers who are able to sympathize with cultural areas of the Y. The data were subjected to Pearson correlation analysis with multiple regression analysis performed using the SPSS 21.0 program. From the data analysis, first, cultural empathy and multicultural sensitivity showed a significant positive correlation with understanding and attitudes of multicultural education pre-service early childhood teachers. Second, cultural empathy of the pre-service early childhood teachers was a significant variable for predicting the susceptibility multicultural, multicultural education and understanding attitude. Since cultural empathy can change according to various factors, future investigation of these factors is needed to increase the cultural sensitivity of pre-service early childhood teachers by conducting follow-up studies that apply these findings to educational programs. Cultural empathy shouldn't be limited to multicultural education or simply a means to access the field of experiencing the arts, but should be expanded to include research in teaching and learning on how cultural empathy can be applied to the overall educational curriculum.

• Korean Journal of Human Ecology
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• 제20권1호
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• pp.273-284
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• 2011

The purpose of this study was to investigate the understanding of a multicultural education curriculum(educational goals, contents, methodology, subjects, problems, and revitalization) by college students and its process, to provide base materials to be used in revitalizing an efficient multicultural education. The subjects were 750 college students located in Jeonbuk province. In this statistical analysis, SPSS 12.0 program was used to conduct frequency analysis, credibility analysis, $X^2$ test, t-test, one-way ANOVA, and Duncan' multiple comparison. For the educational goals of multicultural education, most people responded it was "to positively experience cultural diversity and commonality." As for methodology, the paper found that there were two elements, namely, consolidation form and specific form; there were no differences between responses given by different genders, but differences were observed among different grade levels and majors. Looking at the content of multicultural education, emphasis was given to the equality of different cultures. Multicultural education was taught most frequently in Home Economics Education. In conclusion, by focusing on university students, the paper looked at the awareness of multicultural the necessity of multicultural education, and the awareness of the multicultural education process. Above all, in terms of home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education.

• Korean Journal of Childcare and Education
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• 제7권4호
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• pp.69-94
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• 2011

This research examines how experiences related to multicultural issues influence the understanding, perception, attitudes, and self-efficacy of early childhood preservice teachers toward multicultural education in Korea and the United States. 512 early childhood preservice teachers in Korea and the United States participated. Their multiculture-related experiences and their understanding, multiculture-related characteristics(perception, attitudes, and self-efficacy concerning multiculture) were measured using questionnaires. The key findings are as follows. First, more preservice teachers in the United States took multiculture-related courses, had experiences with children from multicultural families, traveled to other countries, and took courses with students from multicultural background than their counterparts in Korea. Second, there were no significant differences in understanding of multiculture according to their multiculture-related experiences between Korean and the United States preservice teachers. Third, there were no significant correlations between preservice teachers' multicultural experiences and perception and attitude toward the multicultural education in the United States. On the contrary, Korean preservice teachers who took classes with students from multicultural families showed better perception and attitude toward multicultural education. Regarding self-efficacy, there were no differences with varying multiculture-related experiences in the United States, whereas Korean preservice teachers who took multiculture-related courses exhibited higher degree of self-efficacy toward multicultural education.

• Journal of Korean Library and Information Science Society
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• 제53권2호
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• pp.137-163
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• 2022

The purpose of this study is to develop the public library programs that support the needs of multicultural families by examining the details of their information needs, focusing on the children's education issues of multicultural families. For this purpose, the data on experiences and needs related to the education of multicultural families' children were collected through in-depth interviews with married immigrant women. The study found the following six types of children's education-related needs of multicultural families: 1) Lack of understanding about the educational system and situation of Korean schools, 2) Their children's needs for language and learning 3) Their children's Bilingual education 4) Educational information for the role of parents, 5) Prejudice and discrimination against their children at school 6) Supporting library awareness and experience of mulitcultural families. Based on these needs, the following programs were suggested: 1) Parent role program for children's education, 2) Children's learning program, 3) Children's language education program, 4) Multicultural understanding education, 5) Library user education and guidance.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.131-140
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• 2023

This study aims to investigate the impact of pre-service early childhood teachers' civic awareness and multicultural beliefs on their ability to teach democratic citizenship education and to verify the mediating effect of multicultural beliefs in the relationship between civic awareness and the ability to teach democratic citizenship education. The subjects of the study were 226 pre-service early childhood teachers, and a survey was conducted. As a result of the study, first, the civic awareness of pre-service early childhood teachers influenced the ability to teach democratic citizenship education, and the influence of the sub-variables of civic awareness was in the order of rights awareness, responsibility, community awareness, and rational decision-making awareness. Second, the multicultural beliefs of pre-service early childhood teachers also affected the ability to teach democratic citizenship education, and multicultural understanding had the strongest influence among the sub-variables of multicultural beliefs. Thirdly, we found that multicultural beliefs partially mediated the relationship between civic awareness and the ability to teach democratic citizenship education. Additionally, the results highlight the importance of educational interventions targeting multicultural beliefs, as they partially mediate the relationship between civic awareness and the ability to teach democratic citizenship education.

• Journal of Families and Better Life
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• 제35권1호
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• pp.17-29
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• 2017

The purpose of this study was to identify the needs of marriage education programs for multicultural couples based on their socio-demographic characteristics. A total of 816 multicultural families (247 Korean husbands and 569 foreign wives) were recruited through 99 Multicultural Family Support Centers across Korea. Descriptive statistics and multiple regressions were conducted. The program needs that were relatively higher than other areas included the need to develop education on "understanding the culture and language of partner," "increased intimacy of the couple," "multicultural awareness," and "set goals for life." We also found that each participant's gender, foreign wife's country of origin, participant's education level, and marriage duration were significantly related to the needs of marriage education programs. These findings suggest that family life education for multicultural couples should be based on the characteristics of the program participants such as socio-demographic characteristics and family life cycle instead of providing a universal program for all multicultural couples.

• Korean Journal of Child Education & Care
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• 제17권1호
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• pp.29-50
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• 2017

The purpose of this study is to investigate the effects of multicultural education based on 'World Cultures' project activities on young children's multicultural acceptability and caring thinking. This study's research questions are: 1) How do 'World Cultures' project activities affect young children's multicultural acceptability?; 2) How do 'World Cultures' project activities affect young children's caring thinking? The participants were thirty-five five year olds in a day care center in Y city, Gyounggi-do and were divided into two groups. The experimental group participated in a 'World Cultures' project, whereas the control group performed activities of 'Fall' and 'World Cultures' themes of Nuri Curriculum. The measurement of multicultural acceptability was developed by Kim and Jung (2010) for elementary school students, and revised and supplemented for young children by Bak (2013). The instrument of caring thinking originated with Lipman (2003) and was translated and modified by Lee (2007). Data was analyzed using the SPSS Win 18.0, and t-tests were performed to compare the means of the two groups. Results of this study are: first, there were statistical differences in multicultural openness and multicultural relationship skills between the groups. The experimental group scores were higher than those of the control group. However, there were no significant differences in multicultural awareness and multicultural empathy. Second, there was a statistically significant difference in care thinking between the experimental group and the control group. The score for the experimental group was higher than the score for the comparative group. This result verified that "World Cultures" project activities show a positive impact on multicultural acceptability-the proper understanding and acceptance of foreign cultures. In addition, the project activities have a positive impact on caring thinking, which was related, not only to understanding and accepting other races, but also to respecting and understanding others' emotions.