• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.417-425
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• 2010

According to the increasing education concerns for students of multi-cultural family, it has been focused about the multi-cultural education's Model and the study of teaching way, something like that. However, the study of computer education is very rare and not continued. But Multi-culture students' information gap is remarkably high as compared with common students. So, the measures for reducing the information gap is needed for their future study and future life. Therefore, this thesis will be suggested computer education as an additional education process for the students of multi-cultural family to be easily accustomed to Korean education currents and reduce the information gap for students of multi-cultural family. To verify the validity, I will conduct the survey for multi-cultural experts. After that, the quality of education in stages will be constructed.

• Journal of Family Resource Management and Policy Review
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• v.13 no.3
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• pp.85-101
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• 2009

The Multi-cultural Family Support Center provides various educational programs and services for multi-cultural families. However, there are controversies regarding integration and assimilation, ethnic identity and ethnocentrism, and state-sponsored multi-culturalism. From the home economist's perspective, it was necessary to explore the direction of integration of family life culture in the multi-cultural society. This study concluded that there is a necessity to accept foreign culture and create a new culture while still maintaining their and our own cultural identity respectively. For this purpose, integration and assimilation must progress side by side to maintain the cultural identity and stability of multi-cultural families. But, women migrants are to adapt in their everyday life, they need to attend a Korean-language course and take part in a traditional Korean culture program such as having an assimilational characteristics. Also for the happiness of multi-cultural families ultimately not for the confronted problems, it requires sometimes education of changing migrants' own traditional customs and life culture partly. In this sense, educational and cultural programs held by Multi-Cultural Family Support Center are meaningful and their importance in adapting into everyday life must be recognised by all of us.

• The Korean Journal of Food And Nutrition
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• v.28 no.6
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• pp.973-987
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• 2015

This study was conducted to investigate the eating habits and food preferences of elementary school children belong to multi-cultural families and ordinary families. The data were obtained by interview based on questionnaire from November to December in 2012. The subjects of multi-cultural families and ordinary families were 99 and 376 children, respectively. In comparison with eating habits, the ordinary children showed higher scoring in the items of eating proteins, green and yellow vegetables, and fruits or fruit juice than those of multi-cultural children. The ordinary children ate less midnight-meals than those of multi-cultural children (p<0.05). Furthermore, the ordinary children ate kimchi more frequently than the multi-cultural children. It was significantly different (p<0.05) on the items of 'eating-out types' dietary habits between two groups. Education of mothers correlated with the ordinary children's eating habits more than multi-cultural families. In the investigation of the food preference to Korean foods, 'beef and radish soup', 'pumpkin porridge', and 'wheat flakes noodles' were more preferred by children of ordinary families than by those of multi-cultural families (p<0.05). To conclude, nutritional education for their parents should be done and maintained to keep a right eating habit of children of multi-cultural families even at home.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.201-233
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• 2016

The purpose of this study is to improve awareness of cultural diversity and respect different culture, value and lifestyle by providing children from multi cultural family and children from non multi cultural family who are from third to sixth year in elementary school with education on cultural diversity. This study developed cultural diversity education program in public library and applied it to analyze a difference in awareness of cultural diversity education program, a difference in awareness of cultural diversity education program between experimental group and comparative group, library service, use of library service and influence of expansion of service. As a results, it was found that cultural diversity education program helped children understand, accept, consider and respect cultural diversity better.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.241-255
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• 2011

The purpose of this research was to analyze the concept map of kindergarten teachers concerning their levels of contents knowledge and their overall level of competency in terms of multi-cultural education. The participants were 104 teachers from 11 kindergartens in Busan. Data were analyzed by Sim's (2008) method based on Novak & Gowin (1984) and Morine-Dershimer (1993). The results were as follows. First, a majority of participants made a limited concept map and used 22 representative categories regarding multi-cultural education and the category of 'various nations' was the most popular superordinate concept. Second, the level of knowledge in terms of the maps were generally low in so far as most of maps reached hierarchy 1. The results of the research suggested that kindergarten teachers were lacking in basic knowledge of multi-cultual education and therefore there is a real need for both conceptualization and teacher training for multi-cultual education, reviewing of current 'teachers', 'manuals', and follow-up research aimed at analyzing teacher's multi-cultual education competence.

• Journal of Korea Multimedia Society
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• v.22 no.3
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• pp.403-416
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• 2019

The purpose of this paper was to analyze multicultural elements and propose measures to strengthen them in the 2009and the 2015 school curriculum. Based on Kim Cheong-ha (2015), the multi-cultural guidance elements and Bennett (2003:32-35) the target system and Choi Moo-sung and Kim Soon-ja (2009) were reconstructed and analyzed. Multicultural elements shown in the 2015 revised curriculum were analyzed for cultural diversity, recognition and tolerance, community awareness, and self-identity. The analysis targets analyzed multicultural elements of 'seeking human beings', 'core competences' and 'school organization and operation' during the elementary education curriculum in 2009. As a result of analyzing the multicultural elements of the former primary education process, 'cultural diversity' is 1,Recognition and tolerance'0, community spirit'3, and 'self-reliant'2 total6. In the new elementary school curriculum, 18 were analyzed as 'cultural diversity'1, 'Recognition and tolerance'1, 'community spirit'8, and 'self-identity'8. The first analysis of multi-cultural factors appearing in the new elementary school curriculum should include the addition of multicultural elements 'cultural diversity' and 'cultural diversity area' and 'education and tolerance' to the following: Second, to grow into a balanced multicultural society member, it proposes an enhanced multicultural curriculum in four areas: cultural diversity, recognition and tolerance, ccommunity spirit, and self-identity.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.142-152
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• 2017

Previous multi-cultural education on elementary school students has focused on improving negative perceptions on multi-culture rather than enhancing morality among student, thus the outcomes seem to be not successful as intended. The purpose of this study is to examine the relationship between multi-cultural acceptance and pro-social behavior and to investigate the role of empathy as mediator in the relationships between these two variables. A convenience sample of 457 elementary school students in I city of Kyeonggi-do was employed. Results showed that multi-cultural acceptance was significantly associated with pro-social behavior and empathy had partially mediated the relationship between multi-cultural acceptance and pro-social behavior controlling for gender, grade, multi-cultural education. Findings suggest that multi-cultural education need to be incorporated into moral education course for improving pro-social behavior and empathy of students.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.468-484
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• 2013

The purpose of this study was to examine the problems of a multi-cultural family counseling as a support for the families in order to suggest efficient education programs for counselors. For these reasons, this study used interviews of three focus-groups consisting of 11 experts each other, and then the qualitative data was analyzed. The analysis of data was conducted by two doctors and one master and investigated by a multi-cultural counselor. As a result, 5 categories, 13 sub-categories, and 46 definitions were identified. Each five categories were the problems of multi-cultural counseling, effective multi-cultural counseling skill, the qualities of a counselor with multi-cultural attitude and recognition, multi-cultural knowledge factors and effective teaching methods. At last, implications, practical uses, and suggestions for future researches were also discussed in this study.

• Journal of the Korea Convergence Society
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• v.2 no.1
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• pp.15-20
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• 2011

There are various remedies that are proposed from aspects of education and social welfare for social integration of multi-cultural families which is different from ethnic and cultural background. This study proposed educational process model for information literacy education of multi-cultural children. The proposed model is consedered to reduce digital divide by using five factor from the earlier information literacy. At last, this study explained characteristics, objective, contents, teaching-learning method and estimating method of proposed model.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.322-331
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• 2021

This study attempted to identify the multi-cultural acceptance level of freshmen in nursing colleges and to analyze the factors influencing it. For the research method, data were collected from 410 first-year nursing students at K University in W City through a questionnaire from March 1 to 28, 2021, and frequency, reliability analysis, t-test, ANOVA, correlation, and multiple regression were conducted using the open-source statistical package R. As a result of the study, the multi-cultural acceptance level of freshman in nursing colleges averaged 77.36 points, indicating that they have a slightly higher multi-cultural acceptance capacity, and as a result of analyzing the influence of multi-cultural acceptance related factors, Korean recognition requirements(𝛽=0.34, p<.001), perceived threat recognition for migrants (𝛽=0.29, p<.001), Experience in multi-cultural education(𝛽=0.14, p<.001), Recognition of the appropriate age for multi-cultural education (𝛽=0.20, p<.001) was statistically significant. According to results, it is necessary to develop and actively utilize regular curriculum and programs related to multi-culturalism for nursing students.