• School Mathematics
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• v.11 no.4
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• pp.625-642
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• 2009

This paper presents an overview of theories about ethnomathematics to seek for implications for multicultural mathematics education. Initiated by anthropological inquiries into mathematics outside of Europe, research of ethnomathematics has revealed the facets of mathematics as a historicocultural construct of a community. Specifically, it has been shown that mathematics is culturally relative knowledge system situated within a certain communal epistemological norms. This implies that indigenous mathematics, which had traditionally been regarded as primitive and marginal knowledge, is a historicocultural construct whose legitimacy is conferred by the system of the communal epistemological norms. The recognition of the cultural facets in mathematics has faciliated the reconsideration of what is legitimate mathematics. what is mathematical competence, and what teaching and learning mathematics is an about. This paper inquires multicultral discourses of mathematics education that research of ethnomathematics provides and identifies its implications concerning multicultural mathematics education.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.73-86
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• 2011

This study selected the objects and the content factors of multicultural education in home economics, and analyzed multicultural contents reflected on high school technology & home economics textbooks. Based on these results, this study suggests the direction for improving technology & home economics textbook. We set up the object of multicultural education in home economics as creating the new culture through developing multicultural ability by critical thinking. The distribution analysis of multicultural contents of six kinds of technology & home economics textbook resulted that most of contents are assigned to 'knowledge section'. And 'personal relationship and group function' holds the highest ratio among the sub-sections of 'function section'. The 'value section' shows even distribution in its sub-sections. Most of textbooks contain characteristics of Korean traditional culture and necessary value in multicultural society. But, there are lack of contents about the way of communication with other cultures and coexist with diverse cultures. When we develops new textbook hereafter, it is necessary to contain the contents about which can help to understand and respect diverse culture through the egalitarian perspective and, by extension, which can make students think critically about the attitude, values, environment and way of live together with multicultural members in society. From now on Home Economics education will help the students who live in multicultural society to be understand about the differences in diverse culture and to create a desirable culture through the critical thinking as well.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6527-6535
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• 2014

This research aims is to confirm the effects of cultural competence of an action learning based teaching method in multicultural nursing education. Cultural competence was composed of cultural knowledge, cultural awareness and cultural acceptance. A total of 118 college students were enrolled in this study. Both before and after learning, the students were guided to fill out a questionnaire regarding culture competence. The students from each group studied multicultural nursing by different teaching types: the Traditional Lecture-based Teaching method (TLT) and Action Learning based Teaching method (ALT). Data analysis was carried out by SPSS 21.0. A pre-post comparison within the group was performed using a paired t-test and the comparison between groups was performed using ANCOVA. The results showed that there was a significant difference in the culture competence in both teaching methods. In addition, ALT showed higher cultural acceptance results than TLT; however, there was no difference in cultural knowledge and cultural awareness between the two groups Therefore, ALT should be considered as a teaching method to enhance cultural competence in multicultural nursing education for Nursing students. Further studies on instructional design according to the task types, nursing performance, and the validity of ALT will be needed.

• Journal of Digital Contents Society
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• v.19 no.1
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• pp.75-83
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• 2018

Multicultural family members have difficulty in educating their children due to language differences. In order to solve these difficulties, it is necessary to provide smart translation services that enable them easily and quickly access real-life vocabularies. However, the current automatic translation technology is being developed in dominant languages such as English, Chinese, and Japanese. There are also limitations to translating special-purpose terms such as documents of schools and instructions of public institutions. In this study, we propose a real-time automatic word translation service for multicultural family members who understand beginner level Korean. The service automatically analyzes the semantics of each word in the Korean sentences and provides a word-by-word translation. This study includes semantic analysis research for Korean language, building multilingual translation knowledge, and fusion study of language education. We evaluated the word translation service for migrant women from Vietnam and Japan and obtained meaningful evaluation results.

• Journal of dental hygiene science
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• v.18 no.1
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• pp.24-31
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• 2018

This study investigated the effects of critical thinking and empathy on the cultural competence of dental hygienists and students. A total of 529 dental hygiene students were randomly sampled and included as subjects. PASW Statistics for Windows ver. 18.0 was used to obtain the following results. Among the critical thinking sub-domains, cognitive integration was the highest and the lowest. Empathic ability had the highest acceptance factor among the sub-domains. Cultural competence was the highest among the sub-domains, while cultural knowledge was the lowest. According to their general characteristics, subject age, grade, religion, and economic level influenced the cultural capacity. Cultural awareness and sensitivity were high when there were foreign visiting experiences. Cultural awareness, sensitivity, skills, and knowledge were high when subjects had experienced multicultural education (p<0.05). Cultural awareness, sensitivity, skill, experience, and knowledge were correlated with critical thinking and cultural competence, among which cultural sensitivity showed the highest correlation (p<0.001). There was a correlation between cultural awareness and sensitivity, skill, and experience among the empathy and cultural competency sub-domains (p<0.001). The factors influencing cultural awareness included intellectual integration, openness, prudence, and perspective-taking (p<0.001). The factors influencing cultural sensitivity included intellectual integration, openness, and empathic concern (p<0.001). The factors influencing cultural skill included intellectual integration, creativity, and conductivity (p<0.001). The factors influencing cultural experience included prudence, objectivity, perspective-taking, and personal distress (p<0.001). Finally, the factors influencing cultural knowledge included creativity and conductivity (p<0.001). The results indicate that dental hygiene students should be equipped with cultural competence to enhance critical thinking and empathy required by the modern society and optimized dental hygiene courses should be provided for multicultural subjects.

• Journal of vocational education research
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• v.29 no.3
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• pp.1-21
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• 2010

Preservice teachers should learn the knowledge and skill necessary to meet intellectual, social and personal needs of students with culturally diverse background. Thus this study was to examine preservice teachers' attitudes and perception about multicultural education. The participants of the study comprised of 297 preservice teachers who were in the teacher preparation course. The questionnaire items consisted of 36 statements. The data were analyzed by factor analysis, correlation and t, F test. The results are as follows. First, on the basis of above, with respect to the reliability data, it is apparent that preservice teacher survey is adequate1y reliable. Second, needs of multicultural education and attitudes about cultural diversity of preservice teachers showed the positive correlation. Third, personal attitudes of preservice teachers about multicultural diversity were generally positive. Fourth, preservice teachers' expectation about the adequacy of curriculum in teacher preparation was low in compared with other factors. Attitudes about cultural diversity and attitudes preventing multicultural education showed the negative correlation. Based on this results, multicultural education should be reflected in the curriculum to meet diverse needs of preservice teachers. And teachers' attitudes and beliefs have an impact on their behaviors in the classroom, teachers preparation program for changes of their attitudes and beliefs should be developed.

• Child Health Nursing Research
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• v.17 no.4
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• pp.222-229
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• 2011

Purpose: This study was conducted to determine the predictors of cultural sensitivity for nursing students in Korea. Methods: The participants in this study were 332 nursing students. Data collection was conducted through the use of questionnaires which were constructed to include a Cultural Sensitivity Scale, Knowledge of Culture, Interpersonal Reaction Index, and Self-efficacy Scale. Results: Results showed that cultural sensitivity of nursing students was middle range. Knowledge level of culture was very low. There was a significant positive correlation between cultural sensitivity and knowledge of culture, empathy, and self-efficacy. The significant factors influencing cultural sensitivity of nursing students were empathy, self-efficacy, experience of an overseas trip and awareness of cultural education. These four factors explained 23.8% of the variance in cultural sensitivity of nursing students. Conclusion: These results indicate that cultural sensitivity is an important link with empathy and self-efficacy in nursing students. For nursing students to enhance cultural sensitivity, a transcultural nursing curriculum needs to develop for appropriate and effective services in cross-cultural situations of the multicultural families in Korea.

• Korean Journal of Community Nutrition
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• v.22 no.4
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• pp.323-335
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• 2017

Objectives: The purpose of this study is to analyze the current status of nutrition education programs for multicultural families and to provide policy suggestions for improvement. Methods: In-depth interviews of a total of 21 multicultural experts were conducted; 15 people were interviewed individually, while 6 people were interviewed in groups of three. Results: In-depth interviews revealed various problems related to the operation of nutrition education programs. The causes of problems were analyzed and categorized as four factors: systemic, practical, environmental and cultural. As for the systematic factors, insufficient linkage between related organizations and duplicate performance of several projects were identified as concerns Establishment of a control tower and strengthening the linkage among the related organizations may be needed to address this concern. With regard to practical factors, the study identified that language barriers, and lack of nutritional education media and tools translated into multicultural languages were limiting factors. These limitations the development of nutrition education materials that aretranslated into multiple languages, implementation of education programs that are different from the Korean education, and by providing interpreters. As for the environmental factors, low educational level and poor nutritional knowledge of multicultural women made it difficult for them to understand the contents of the education. Demonstration, practical training and urgent education on pregnancy and childbirth nutrition were identified as needs to address these concerns. Withregard to cultural factors, food culture conflict with Korean families, and difficulties in home practices were detected as concerns. Participants in the study suggested that getting education with family and facilitation of weekend and nighttime programs health of this community. Conclusions: Further studies are needed to adopt more effective and efficient nutrition intervention to promote the healthy eating of the married immigrant women based on the study results.

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.43-61
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• 2013

This study examined the effects of Korean language levels and years of residence in Korea of marriage-immigrant mothers on their parenting behaviors. It also examined the mediating roles of parenting knowledge and acculturation patterns. To do this, this paper made use of data collected from 130 mothers participating in Multicultural Family Support Centers. The main findings are as follows. First, parenting knowledge did not mediate Korean language levels as well as years of residence in Korea and parenting behaviors. Second, years of residence in Korea indirectly affected parenting behaviors through the acculturation patterns of integration and assimilation but did not appear to do so directly. Third, Korean language levels did not have a linear relationship with acculturation. Fourth, higher Korean language levels were correlated with higher levels of overprotection of children.

• Journal of Korean Academy of Nursing
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• v.43 no.5
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• pp.626-635
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• 2013

Purpose: The purpose of this study was to examine the effects of a cultural competence improvement program for maternity nurses. Methods: A quasi-experimental study using a non-equivalent control group pre and posttest design was used. Participants were 67 maternity nurses caring for multicultural pregnant women in G city. The cultural competence improvement program was developed based on the 3-D Puzzle Model and was provided using case-based small group learning methods for the experimental group (n=31). The control group (n=36) did not receive any intervention. Data were collected using self-report structured questionnaires at two time points: prior to the intervention and after the intervention and were analyzed with descriptive statistics, ${\chi}^2$-test, and t-test. Results: Compared to the control group, the experimental group reported significant positive changes for cultural knowledge (t=6.39, p<.001), cultural awareness (t=3.50, p<.001), and cultural acceptance (t=4.08, p<.001). However, change in cultural nursing behaviors (t=0.92, p=.067) was not significantly different between the two groups. Conclusion: Findings from this study indicate that a cultural competence improvement program with case-based small group learning is a useful intervention strategy to promote multicultural maternity care. Further, strategies to improve cultural nursing behavior should be developed to promote culturally congruent nursing care.