• 대한가정학회지
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• 제51권1호
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• pp.107-118
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• 2013

The objective of this study is to underline the important role of needs for multicultural education in the formation of middle and high school students' cultural sensitivity for the sake of coping multicultural society. This study focuses on how adolescents' multicultural society recognition and education experiences shape and influence their cultural sensitivity, with the mediating role of multicultural education needs perception. A survey 303 middle school students and 236 high school students Daejeon was conducted. The results of this study as follows. First, high school students' open minded and social participation were significantly higher than those of middle school students, while the latter multicultural education experience level was higher than the former. Second, it was found that multicultural society recognition and education experiences have an indirect impact on cultural sensitivity mediating multicultural education needs perception as well as have a direct effect. However, adolescents' cultural sensitivity was shaped by mediating role of multicultural education needs perception rather than by direct effect of multicultural society recognition and education experiences. A major contribution of this research is the identification of the role of multicultural education needs perception in fostering adolescents' cultural sensitivity.

• 웰빙융합연구
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• 제1권1호
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• pp.1-13
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• 2018

It has become a request of the time that multicultural population and multicultural education have become an issue and a subject of interest in the Korean society. The numbers of foreigners and multicultural families such as international marriage families and foreign worker families living in Korea are increasing, which have resulted in a geometrical increase in the number of multicultural families' children attending school. This leads an assumption that discrimination in terms of race, gender, religion, and culture can occur in school settings and the children of multicultural families are prone to become the targets of group bullying and school violence. This study first examined the current policy of multicultural education in Korea and reviewed the meanings and necessity of multicultural counseling above multicultural education. Second, this study classified and reviewed the applicability of the policy of multicultural education into multicultural education sites by groups. Third, this study selected and organized the increasing demands for multicultural counseling and assignments to effectively respond to them. Interest toward the children of multicultural families and counseling have increased with more researches on multicultural families. It will be thus necessary to accumulate more studies on multicultural counseling and ensure internal stability of multicultural-related businesses.

• 한국멀티미디어학회논문지
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• 제22권3호
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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.

• 가족자원경영과 정책
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• 제24권2호
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• pp.49-68
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• 2020

This research seeks to examine the relationship between multicultural education experiences and the multicultural acceptability of military officers. The sample included 552 Republic of Korea Army officers and non-commissioned officers(NCOs) who were located in Gangwon-Do and Gyeonggi-Do. For the statistical analysis, SPSS 18.0 was used to perform descriptive statistical analysis, frequency analysis, differential verification, and multiple regression analysis. The major analysis results are as follows: First, The multicultural acceptability of the military officers and NCOs, including sub-factors, was above the mean level; in terms of the ranking per sub-factor, the scores were in the order of diversity, relationship, and universality. The experience frequency of the targets and the evaluation was lowest in the educational experience within the military, and the evaluations were in the order of public media, school, and military. Second, The differential verification, depending on the characteristics of the sociology of the population and the existence of the multicultural educational experience, showed that the duration of education(personal factor), marital status(family factor), existence of a foreign relative(family factor), and existence of experience of managing multicultural personnel as soldiers under command(military-related factor) showed a significant difference in multicultural acceptability. Additionally, the existence of multicultural education through schools and public media lead to a significant difference in multicultural acceptability, but the existence of education within the military did not lead to a significant difference. Third, The analysis of the influencing relationship through multiple regression analysis showed that the higher the evaluation of multicultural education through the military, school, and public media, the higher the multicultural acceptability.Therefore, this research proposes multicultural educational plans that may improve the multicultural acceptability of military officers and NCOs as a way to establish a multicultural composition in the army.

• 비교문화연구
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• 제32권
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• pp.133-166
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• 2013

Using the observation technique and in-depth interview, the current study compared various aspects of multicultural education between Korea and Canada and suggested the direction Korea's multicultural education needs to take. As a part of class curriculum, the researcher interviewed the representative of Ansan Foreign Center (AFC) and the president of the Kosian's House, a NGO for multicultural educations. The observations and experiences of the researcher were also used in this study. The results of the current study are as follows. First, multicultural education is provided for the minority group in Korea, whereas multiculturalism is included and taught for every student in Canada. In addition, the current multicultural education of Korea focuses on language and culture acquisition to help the students to adjust. Canada, on the other hand, focuses on accepting other cultures and ethnic equality, creating both identities as their ethnic origin and as Canadians. Second, in language educations, both countries had students enrolled in lower school years than their age. However, the differences occurred in terms of emotional support and availability of expert teachers. Third, comparing teacher's attitude towards multicultural education, Korean teachers were not free from perceiving the multicultural student as 'different', whereas Canadian teachers have been taught since little to consider multicultural students as Canadians, but accept their ethnic backgrounds. Based on the results, the current study suggested multicultural education program for the majority group, increase in number of expert language teachers and teaching assistants, and an education program to teach multiculturalism as part of an identity of humankind. The limitations and suggestions for future studies were provided afterwards.

• 한국학교ㆍ지역보건교육학회지
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• 제21권1호
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• pp.105-115
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• 2020

Objectives: The study by analyzing the effects of social withdrawal of adolescents from multicultural families on the relationship between self-esteem and school adjustment, this study aims to find theorical and practical measures to increase school adjustment of adolescent from multicultural familes. Methods: This study utilized the 6th year data of the MAPS conducted by the National Youth Policy Institute. The data used in the analysis were self-esteem, social withdrawal, and school adjustment scale of adolescents from multicultural families. Results: First, the self-esteem of adolescents from multicultural families has a significant positive(+) effect on school adjustment. Second, the self-esteem of adolescents from multicultural families has a significant negative(-) effect on social withdrawal. Third, the social withdrawal of adolescents from multicultural families has a significant negative(-) effect on school adjustment. Fourth, significant influence to have an effect on school adjustment as mediation to be social withdrawal of self-esteem of adolescents from multicultural families. Conclusions: This study is meaningful in that it examined the school adjustment of adolescents from multicultural families in various aspects, such as individual psychological and emotional factors such as self-esteem and environmental factors such as social withdrawal.

• 한국생활과학회지
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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.

• 한국학교ㆍ지역보건교육학회지
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• 제20권3호
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• pp.101-111
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• 2019

Objectives: The aim of this study was to examine factors influencing depression of multicultural adolescents and to develop health education program of multicultural adolescents' depression. Methods: This study used data from the 6th MAPS( Multicultural Adolescents Panel Study). Data were analyzed with t-test, ANOVA, Pearson's correlation and multiple linear regression. Results: The significant predictors of depression of multicultural adolescents were social withdrawal, self-esteem, cultural adaptation stress and parental support. Conclusions: Based on the results of this study, it is necessary to develop programs to improve depression of multicultural adolescents.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권2호
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• pp.93-111
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• 2020

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

• 한국지역지리학회지
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• 제17권4호
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• pp.381-394
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• 2011

한국내 외국인 인구가 약 126만 명으로 현재 우리사회는 다인종 다문화사회로 급속하게 변화하고 있다. 유, 초, 중, 고에 취학하고 있는 다문화 가정 학생수도 약 3만6천명 (2010년 기준)이 넘고 있어 앞으로 다문화가정의 학생이 더욱 증가할 것으로 예상할 수 있는데 실제로 국제결혼과 이민자들의 가장 큰 고민거리중의 하나는 자녀들에 대한 편견과 차별에 대한 우려이다. 연구의 결과는 다문화 가정 학생들이 피부색, 언어의 발음, 학교생활에 부적응 등으로 집단 따돌림을 당하고 있는 실정에 있다. 다문화교육 대상학년은 사실상 초등학교 l 학년부터 지도되어야 하고 다문화 가정 학생과 일반학생이 통합 교육으로 지도해야하고, 다문화 교육 주요자료는 영상자료, 사진자료를 사용하는 것이 좋을 것으로 밝혀졌다. 안내 자료는 책자나 CD자료가 적합하다고 하였고 지도 시기는 교과와 관련하여 지도하는 것이 바람직하다고 하였다.