With the increase of multi-cultural families, children of multicultural families is also increasing rapidly. In the case of school-aged children from multicultural families, the problem with school life adaptation has been presented because of bias an...
With the increase of multi-cultural families, children of multicultural families is also increasing rapidly. In the case of school-aged children from multicultural families, the problem with school life adaptation has been presented because of bias and discrimination caused by birth, and identity confusion. In this context, the purpose of this study is to help them adapt to school life by finding out social structural factors affecting their adaptation to school life through social exclusion theory.
The findings are expected to help investigate social structural problems which disrupt school life adjustment of children from multicultural families and seek for solution to overcome social exclusion so that they can adapt to school life.
The questions of this study for its purpose are as follows: first, does social exclusion of children from multicultural families affect their academic adaptation in school? Second, does social exclusion of children from multicultural families affect their social adaptation in school? Third, does social exclusion of children from multicultural families affect their definition adaptation in school? Four, does social exclusion of children from multicultural families affect their school life adaptation?
The subjects of the study are children from multicultural families who are from the fourth grade of elementary school to the third grade of middle school. The survey was conducted in elementary and middle schools in some parts of Chuncheon and Seoul, and 301 questionnaires in all were returned.
Among the 301 questionnaires, excluding questionnaires of children whose parents are both foreigners, and foreigner fathers and Korean mothers, and questionnaires with poor responses, 135 questionnaires of children from multicultural families consisting of marriage migrant women and Korean men were used for the final data analysis. Despite marked decrease in the number of the subjects available for analysis, the reason for selecting only children from families consisting of marriage migrant women and Korean men as the final data analysis is to reflect the difference of children’s school life adaptation according to their parents’ origin.
Using SPSS/Win 18.0 for data analysis, reliability evaluation was conducted to verify the consistency of frequency analysis and measurement. In addition, t-test, ANOVA analysis, and correlation analysis were conducted to examine the difference of school life adaptation according to sociodemographic factors and social exclusion factors. Finally, multiple regression analysis was carried out to grasp the effect of an independent variable on a dependent variable which is school life adaptation. In case of multiple regression analysis, hierarchical regression analysis on eight models was conducted to inspect the change of the effect of independent variables on school life adjustment.
The findings are summarized as follows.
It reveals that gender, the mother’ Korean skills, the child’s own Korean skills, exclusion from health, exclusion from the family network, psychological exclusion, and exclusion from housing have significant effects on school life adaptation of children from multicultural families. For example, it shows that female students adjust to school life better than male students and the better children’s own Korean skills are, the higher their adaptation levels are. On the other hand, interest and consideration are needed in that the mother’ better Korean skills have negative influences on school life adjustment. Of relevance to social exclusion, as subjective health status is better, satisfaction level in family relationship is higher, and Public Regard of Korean identity is more positive, the level of school life adaptation is shown to be higher.
The theoretical implications based on the findings are arranged as follows.
The revived interest in social indicators is taking place in a new social policy environment where both social identity and well-being are being reconceptualised. Notions of 'difference' are being seen as central to social identity not only at a national level but also in relation to other conceptions of 'community' (Delanty, 1998; Berman and Phillips, 2000:330). The effort to understand social exclusion through social indicators makes it possible to grasp the policy effect and social change quantitatively by disclosing the degree of social exclusion and inclusion(Sin Uk Kang et al., 2005:107). However, in spite of various advantages of social exclusion indicator at the social integrative level, there is a lack of a pilot study on measuring social exclusion of children and adolescents along with the absence of the measuring indicator. Furthermore, the study on social exclusion of the children from multicultural families is left much more things to be desired, to say nothing of the absence of measurement indicator.
From this perspective, the social exclusion indicator appropriate for the Korean situation should be presented to measure social exclusion of children and youths to integrate the society. As well, the indicator is much more necessary for children and youths who are placed in the specific situation like multicultural families.
The social exclusion indicator presented to study children and youths who are in the specific situation like multicultural families is expected to be a useful tool which is approachable to multilateral problems as well as the children’s school life adjustment. Further, it is viewed as the cornerstone of the study on the method to overcome social exclusion at the social integrative level.
The policy implications based on the findings are arranged as follows.
First, it is necessary to develop the service for supporting multicultural children considering gender characteristic.
Second, more support is needed to improve Korean skills of the children from multicultural families.
Third, the direction for support to reduce the exclusion of multicultural children from the family network, or the plan to improve satisfaction with the family relationship, should be enhanced. In this respect, it is required to build up the service for the family with children and youths among the family relationship services performed at multicultural families support centers. To support multicultural children who go to school, it is necessary to come up with the policy to strengthen the family network through close cooperation among a school board, a school support center, a education and welfare center, a community center, and the relevant agency.
Fourth, consideration and interest in Korean identity of multicultural children are needed. Especially, it is worth noting that as the public perception of Korean identity is more positive, the level of multicultural children’s school life adaptation is higher. Thus, it is presented to need the national awareness education on multicultural change for mature switch to the multicultural society. Specially, awareness education on multicultural change is regularly and constantly required in our schools so that multicultural children can adapt to school life.
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