• Journal of Korean Public Health Nursing
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• v.27 no.1
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• pp.166-178
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• 2013

Purpose: To survey the social distance of nursing students toward minority groups (immigrants, foreign workers, Saeteomins, and foreign students) and compare them according to general and multicultural characteristics. Methods: The subjects were 409 students from two nursing schools at G metropolitan city. Data were collected with self-reported questionnaires from April 2012 to June 2012, and analyzed by descriptive statistics (t-test, analysis of variance (ANOVA) and Scheffe test) using the SPSS/WIN 17.0 program. Results: The mean scores of social distance were $1.90{\pm}0.57$ (out of 4 points) and scores significantly differed according to religion (t=3.095, p=.002), tourist experiences in foreign countries (t=-2.651, p=.008), and for Asian background of minority groups. There were also differences according to the number of foreign friends(F=4.924, p=.008) and duration of friendships(F=3.913, p=.021). Conclusion: The level of social distance of nursing students was lower than average but needs to be reduced. We suggest further studies on the social distance toward each minority group and the development of valid scales for social distance and its related variables.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.157-164
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• 2021

This study was conducted to investigate students' perception of the integration of Chinese ethnic minority culture into the college EFL teaching which was carried out in the fall and spring semesters with different presentation topics. One and the same questionnaire was distributed to 61 participants, involving Han Chinese and Chinese ethnic minority students, at a university in ethnic minority area in China at the end of each semester, and SPSS 20.0 was used for t-test to analyze the data. The research results showed that Chinese undergraduates have got more significant improvements in cultural cognition, emotions, attitudes, and multi-cultural values in the spring semester than those in the fall semester. All participants benefit a lot from multi-cultural activities without significant differences between Han Chinese and ethnic minority students in both semesters. It is suggested that ethnic minority culture be integrated into the college EFL teaching, along with English culture and Chinese mainstream culture, which be administered as a practical teaching mode to develop students' intercultural competence.

• The Mathematical Education
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• v.51 no.3
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• pp.301-321
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• 2012

Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.129-141
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• 2019

As the number of minority students such as multicultural, North Korean defectors, and low-income groups increases, more research is needed in science education to help their learning. Due to the various growth backgrounds and learning environments of the underprivileged students, there is a big difference in the individual characteristics of the group rather than the whole group characteristics. In this study, we conducted about 50 hours of science lessons for seven students in the underprivileged class, categorized them by observing and interviewing the characteristics of their science learning. Seven underprivileged students showed five different learning patterns, these are 'I love science', 'I think I know science', 'I want to know science', 'I need to know science', and 'I don't know what I want'. Although the scientific activities they experienced were not all of an excellent educational quality, their interest in science learning has increased with their experience in science activities. It shows the need to provide more abundant science experience and educational opportunities for these minority students who can only experience science learning under the public educational system.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.439-463
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• 2015

This study compared 14 programs for the economically disadvantaged or minority students with potentials in 5 countries - US, UK, Germany, Australia, and Israel, attempting contents and characters of Korean Head Start to be developed, that is the program for economically disadvantaged gifted students or students from multi-cultural families, who are gifted at risk of under-representation and under-achievement. School wide enrichment programs, which served all students with gifted programs, using RTI model in the pursuit of equity and excellence, turned out to be effective as early interventions and identification implemented for economically disadvantaged or minority students with potentials. Gifted programs for low Social Economic Status (SES) or minority students played a role as a bridge for disadvantaged students to get into a regular gifted program or even higher gifted schools and to have a competency to compete with affluent gifted students. The principles of the programs were acceleration and differentiation. Most programs also ran a parents' education and a mentor program to motivate and support disadvantaged students socially and emotionally. Collaboration among governmental offices and usage of external resources were more effective to support these students and the programs.

• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.179-187
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• 2019

As the globalization process progresses more rapidly and widely, there has been a ever-growing demand for multilingual learning. Compared with the study of Second Language Acquisition, studies on the Third Language and even Multilingual Acquisition have attracted a relatively poor attention. At the same time, considering current educational environments for ethnic colleges and universities, the effects of college English teaching for minority students can be said to have been 'generally poor.' In this situation, when we try to find ways to improve college English studies for minority students most of whom already can speak two languages or even more, it would not be the best idea to keep following the experiences of traditional Second Language Acquisition. It is necessary first to find out whether there are positive or negative effects in acquiring multiple languages, and then to conduct a profound research on L3 (third language and even multilingual) Acquisition in order to employ more efficient teaching methods for multilingual learners. After conducting a Japanese-teaching experiment on two groups of learners with mono-lingual and bilingual backgrounds, it has been found that there is a positive transfer between different languages. In this paper, following the recent research findings on Language teaching for multilingual learners, I try to show with further supports that when it comes to language education for learners with multilingual backgrounds, we should focus on the advantages they may earn in order to conduct more effective language acquisition.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.389-409
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• 2009

This article was to investigate the previous research as a research synthesis in the area of Mathematics Education for students with diversity including multi-cultural education, language minority, and social economic status. The following summaries were made: Recognizing equity in students with diversity; Restoring teachers' perspectives toward poststandardization; Introducing creative curricular based on students' characteristics; Application of the direct instruction; Foci on interests, challenges and mastery learning; Application of Anchored Instruction; Application of CRA; Tasks, tools, & classroom norms; Enhancement of connection and communication using small-group activity; Development of programs enriched by bilingual education; and Producing curriculum for students from North Korea.

• Cross-Cultural Studies
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• v.32
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• pp.167-179
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• 2013

This paper focuses on a sociologic approach, the theory of planned behavior (Ajzen 1991) and a sociolinguistic field, the language shift (Fishman 1991, Crystal 2000). It describes the theoretical background of language shift and briefly mentions the history of Hungarian language and Romanian language contacts. After presenting language use of the Hungarian minority students and explaining the theory of planned behavior, it turns to apply the theory of planned behavior to the language shift from the view of bilingual speaker(s). This paper wants to propose the application of the theory of planned behavior in language shift and open new perspective in bilingual research.

• The Journal of the Korea Contents Association
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• v.9 no.6
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• pp.444-455
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• 2009

The selective central curriculum, which has been applied to the grades eleven and twelve in the 7th curriculum, has not operated well due to lack of teacher supply. This study analyzes the needs for the contents which are necessary to operate the minority optional curriculum through cyber education. Based on the developed contents, pilot program was performed. As a result of the program, the learning progress ratio of students was high but their satisfaction was very low. It is suggested that the quantity of the content should be reduced and the degree of difficulty lowered in order to address the problems. Another suggestion is to provide students with on-line teachers such as learning planners, tutors, and consultations to systematically manage students' learning. In addition, various elective-courses should be developed to allow students to take the courses of their choice, which in turn requires the establishment of the national operation system for the minority optional curriculum.

• Educational Technology International
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• v.17 no.2
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• pp.229-251
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• 2016

This study was designed to investigate the relationship between middle school students' smart media competency and online learning outcomes. The context of this study was on online inquiry-based mathematics and science learning environment, and four-hundred and fifty-five (455) 7^th to 9^th grade students in Korea participated in this research. To assess students' smart device competency, Smart Media Literacy Quotient (SMLQ) which consisted of 18 items regarding the operation ability of smart media and its application (14 items) and positive beliefs of smart media (4 items) was administered to each student. The findings of this study first showed that students' smart media literacy varied according to their characteristics such as gender, grade, class (subject), and socio-economic status. Female students' scores were higher in overall smart media literacy operation and learning ability of smart media than male students. 7^th grade middle school students represented lower smart media literacy scores, compared to 8^th and 9^th graders. Also, minority students were significantly lower in smart media literacy, operation and learning ability of smart media, and positive belief of smart media than the non-minority students. Second, overall smart media literacy and operation and learning ability of smart media varied among high, medium, and low score achievers in inquiry tasks. Low scored students in inquiry tasks were significantly lower in overall smart media literacy and operation and learning ability of smart media than medium scored students. Lastly, smart media literacy also varied by students' dropout/completion. Students who dropped out reported significantly lower scores in overall smart media literacy, operation and learning ability of smart media, and positive belief of smart media.