• Korean Journal of Culture and Social Issue
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• v.25 no.4
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• pp.279-303
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• 2019

This study investigated effects of Korean students' contacts with International students on Korean college students' multicultural competencies. This study also examined mediating effects of life satisfaction and realistic conflict perception between contacts with international students and multicultural competencies. For the purpose, 384 Korean college students completed the questionnaires including contacts, life satisfaction, realistic conflicts perception toward international students, everyday multicultural competencies, and demographic information. The results indicate that number of contacts predicts cultural self-efficacy and cultural knowledge, whereas contact diversity predicts cultural openness. Life Satisfaction predicts cultural openness, cultural self-efficacy, and cultural knowledge, and realistic conflicts perception predicts all subscales of everyday multicultural competencies scale other than cultural knowledge. Results also discovered that life satisfaction mediates the relationship between contact diversity and multicultural competencies, but realistic conflict perception did not mediate between contact diversity and multicultural competencies. Based on the results, the suggestions to enhance college students' multicultural competencies were discussed.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.8
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• pp.1325-1334
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• 2013

The purposes of the study were to assess the multicultural competencies and to identify potential barriers toward improving multicultural competencies of food and nutrition majors at the university level. A total of 500 students were surveyed and 457 responses were analyzed for the study. The multicultural competencies, based on a literature review, included food culture knowledge, multicultural attitude, and multicultural skills. Approximately half of the respondents took a food culture class as a college course. The food and nutrition majors showed positive multicultural attitudes; however, food culture knowledge scores for traditional Korean food culture and 11 other food cultures remained low (average score: 63.7 out of 100 points). In addition, familiarity with cultural foods and knowledge of food-related cultures were not necessarily related. As a result of factor analysis, multicultural skills, required for dietitians, were classified into three factors: professional skills, food preparation skills, and communication skills. Overall, students rated their professional skills the highest and communication skills the lowest. Multicultural attitudes and skills increased with school years, and students who took a food culture class showed significantly higher multicultural attitudes and knowledge scores compared to their counterparts. Economical issues, lack of time, and lack of opportunities for learning multicultural competencies in majors and experiencing different cultures were highly rated potential barriers for improving multicultural competencies. Our research indicates that food and nutrition educators should review their curriculums to incorporate content that encourages food and nutrition majors to learn about other food cultures and improve their multicultural competency. These skills will be critical for food and nutrition professionals in the multicultural age.

• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.351-384
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• 2020

The research aims to develop the courses for librarians' continuing education to build up multicultural competencies in library services. In order to achieve the purpose, the study designed the research processes as followings: first, multicultural environment analyses with various materials such as statistics or national reports; second, librarians' and multicultural users' needs analyses of multicultural library services and library works; third, job competency analyses through reviewing related laws, rules, guidelines for library multicultural services, etc. On the basis of the results from the three-step analysis phases, the study deducted the candidate courses for librarians' multicultural education. After testing validity of the candidate courses by expert panels on library multicultural services, the research suggested the final 16 courses and follow-up research projects for designing and implementing the suggested courses in real class fields.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.415-423
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• 2014

The purpose of this study was to investigate the level of multicultural competencies and influencing factors of multicultural competencies in nursing students. The participants of 181 subjects were recruited from three colleges in K and B. A structured questionnaire was used to collect data, and data were analyzed using descriptive statistics, t-test, one way-ANOVA and multiple regression with SPSS/WIN 17.0. Results showed that cultural competence of nursing students was middle range. There was a significant positive correlation between cultural competence, empathy, and self-efficacy. The significant factors influencing cultural competence of nursing students were empathy, self-efficacy, and education of multiple cultural. These three factors explained 51% of the variance in multicultural competencies of nursing students. The study finding suggest that to develop the learning program with achievement level of multicultural competencies for nursing students.

• Journal of Korean Library and Information Science Society
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• v.51 no.2
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• pp.213-243
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• 2020

The research aims to investigate immigrants', librarians' and multicultural experts' information needs and perception on current multicultural services in Korean libraries, and to suggest the directions for providing multicultural library services. The research collected the data through conducting both in-depth interviews and focus group interviews with immigrants, librarians and multicultural experts. The research found the significant and emergent features on immigrants' and librarians' requests and perception about current library multicultural services. On the analysis of the findings, the research discussed the implications of the policies for library multicultural services and the alternatives to improve library multicultural services and librarians' multicultural competencies.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.118-129
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• 2021

The In Korea, where multicultural families are increasing, the need to reinforce multicultural competencies has been raised in education. Accordingly, this study selected 7 art textbooks of 2015 revised middle school and analyzed the proportion of the textbook's reference works and contents from the Macfee's perspective of multicultural education. As a result of the analysis, first, the proportion of multicultural reference works by region was high in Korean works(44%) and Western works (43%), whereas that of Eastern works(13%) was very low. In the experience area, 13.8% more Western works were included than Korean works, and Western works were also concentrated in USA and Europe. Second, as a result of analyzing the proportion of multicultural contents, 57.7% of the total units, or 90 units out of 156, contained multicultural contents. As a result, compared to the 2009 revised art textbooks, the 2015 revised middle school art textbooks have expanded the proportion of multiculturalism.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.227-251
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• 2014

In this study, we explored the preliminary model of multicultural mathematics teacher education to foster mathematics teachers' multicultural competencies. For the purpose, we investigated the multicultural competency of mathematics teachers with a survey questionnaire. We also interviewed mathematics teachers to analyze mathematics teachers' need of teacher education for multicultural mathematics education. In addition to the survey and the interview, we conducted a review of literatures to identify the principles, goals, contents, and methods for multicultural mathematics teacher education. In this research, we have identified 4 principles for multicultural mathematics teacher education: mathematics as culture, respecting diversity and equity, and identity. Under the principles, we presented 6 educational goals of teacher education for multicultural mathematics education. We chose the contents and the methods to promote the multicultural competency of mathematics teachers suitable for educational situation of Korean school. We integrated the principles, goals, contents and methods to design multicultural mathematics teacher education program for in-service teachers. Finally, we discussed the features and benefits of the preliminary model based on situational analysis for multicultural mathematics teacher education. We proposed that follow-up study is necessary to investigate the effect of the model for the future development of multicultural mathematics teacher education model.

• Human Ecology Research
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• v.53 no.6
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• pp.605-617
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• 2015

This study verifies the effectiveness of developing and implementing a leadership educational program specifically customized to improve of leadership competencies among members of multicultural family support centers and healthy family support centers. This program refers to Triangle Leadership that consists of three categories: finding individual strengths and self-esteem to enhance self-leadership, constructing a vision and roadmap to develop transformational leadership, and stress and teamwork management for competent servant leadership. In order to improve its completeness, focus group interview was adopted for 10 employees in the center and supervised by two professionals. The program was also conducted twice for 142 members of multicultural family support centers and healthy family support centers across the Korea. The result of implementation (with regard to the satisfaction level for the contents of the program) showed that both first and second rounds had improvement in all three categories compared to what was expected before taking the education program. The level of satisfaction for instructor and program operation was more enhanced (as well for the second time) compared to the first round. The evidence of program effectiveness indicates that there is a high anticipation for another approach that suits for the circumstances and requirement of centers and facilitator training.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.189-210
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• 2015

This study's aim was to find a patterns of network dynamics focused on multicultural education contents within the teacher's guide books which are based on national kindergarten curriculum. It was analysed that the 43 guidebooks(2009 Educational activities and materials guidebooks for kindergarten, 11 and the Nuri curriculum teacher guidebooks for the age of 3-5, 32) were analysed using the UCINET 6 program with multicultural education contents frameworks. The findings were as follows: First, multicultural contents' density is connected to life theme of the Nuri curriculum was higher than the 2009 kindergarten curriculum. And life theme with high connectivity was 'I and my family' in the 2009 kindergarten curriculum and 'animals, plants and nature'(3 years old), 'kindergarten and friends' & 'I and my family'(4-5 years old) in the Nuri curriculum. Second, the highest connection content was 'having interests in culture' & 'knowing similarities and differences' in the 2009 kindergarten curriculum, and 'having interests in culture' & 'promoting a sense of community' in the Nuri curriculum. Finally, multicultural education for young children according to the national educational curriculum transition was changed from 'identity' to 'interaction and cooperation'. It means that the Nuri curriculum is more focused on international knowledges and competencies as a world citizen. It suggests the directions for multicultural education for young children in the future.