This study investigated the influencing factors of the child's school and social adaptation of multicultural families. Selected factors are student self-esteem and language skills, family support, friend and teacher support, and the support of the local community. In order to carry out the purpose of the study, the researcher conducted a questionnaire survey of children and their parents of multicultural families in Seoul. The results are summarized as follows.
First, the parents and the children of multicultural families had reacted positively towards school adaptation level and prepared significantly well for school supplies and understood homework and classes at schools. In addition, both parents and children of multicultural families were outgoing, therefore positively reacted on meeting new friends, and adjusted well to the society.
Second, multicultural children had a autonomy in academic planning and career decision-making. Many students felt that their parents respected their decisions and consulted on the aforementioned issues. Although strictness and generous forgiveness were rearing attitude of the parents, family was the source of courage and understanding for many students.
Third, multicultural children seldom experienced bullying and their friends showed considerable interest and gave support resulting in positive attitudes towards friends. The parents of multicultural families also showed a relatively optimistic attitude to children's friendship.
Fourth, multicultural children communicated in ordinary level with the teacher compared to that of non-multicultural children. Children of multicultural families felt that after school teachers understood their difficulties and guided multicultural children on their hardships.
Fifth, both multicultural children and parents felt confident on their children's Korean ability, but the parents had some concerns on whether there are any difficulties at school for their impaired Korean ability.
Sixth, in the case of students, self-esteem, family support, peer support, after school teachers support, and Korean ability had an effect on the school adaptation, and peer support had an effect on the social adaptation. In the case of the parents, self-esteem and teacher support had an effect on school adaptation, and self-esteem, family support, peer support, and Korean ability had a significant impact on the social adaptation.
Therefore, suggestions for aforementioned findings are as follows.
First, this study is significant in that whereas the existing children studies restrict subject to children, this study shows the influential factor on adaptation of multicultural parents and compares them with the children.
Second, this study includes language factors upon setting the adaptation model, which increases the validity of the adaptation research.
Third, multicultural children felt relatively weak support from the teachers, therefore it shows that careful attention and affection of the teacher is needed for these children.
Fourth, multicultural students and parents have a positive recognition on their Korean ability, but the actual understanding of the language and communication differs. Thus, for multicultural parents, this study suggests the establishment of national level educational institutions, variable education programs, and the development of educational content.
Fifth, whereas Korean ability increases according to time of residence, the bilingual ability weakens. Therefore, policies to enhance bilingualism is needed.
Sixth, this study shows more understanding and dependence on after-school teacher of the local community than the role of school teachers. Therefore, for teacher's to understand unique identity of multicultural children and guide them through hardships, institutional effort and development of various educational programs for teachers are needed.
Seventh, the results of this study shows that the family support is the source of direct or indirect strength and courage, and is important to multicultural children's schools and social adaptation. Therefore, expansions on different programs such as multicultural parent's counseling, child-rearing and multicultural education is needed.
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