In modern society migration of population between and among nations has become common due to what is referred to as global flow and globalization. As a result of this, the foreign population in Korea has increased resulting in the increase of multicul...
In modern society migration of population between and among nations has become common due to what is referred to as global flow and globalization. As a result of this, the foreign population in Korea has increased resulting in the increase of multicultural families, perhaps from marriage between foreigners or between a Korean and foreigner, and Korean society has rapidly turning into a multicultural society. However, in the process of acknowledging and accepting the multicultural society, many problems have occurred. Especially, multicultural families are having difficulties in rearing and educating their children, and these multicultural children, raised in different environment than a general family, portray problems in school. Therefore, in order to help multicultural children’s adjustment in school, this study proves the influence of rearing attitude of parents and social support on the adjustment in school and self-esteem of multicultural children, also look into the mediator role of self-esteem between parental rearing attitude or social support and adjustment in school. The subjects of this study were 163 multicultural children in elementary school born between a Korean husband and a foreigner wife, living in Daegu. The school adjustment scale, parental rearing attitude scale, social support scale, and self-esteem scale were used to conduct the survey. The data analysis was done using SPSS 14.0.
To summarize the result of this study are as follows:
First, the rearing attitude of parents and social support had significant influence on adjustment in school of multicultural children. In other words, the more positive the rearing attitude of parents and social support were, the higher adjustment in school of multicultural children was confirmed.
Second, rearing attitude of parents and social support had significant influence on self-esteem. In other words, the more positive the rearing attitude of parents and social support were, the higher the self-esteem was confirmed.
Third, in order to find out what type of mediator role self-esteem plays between parental rearing attitude or social support and adjustment in school, 3-step regression analysis of Baron and Kenny was conducted, the significance of mediator effect suggested by Sobel was inspected. As a result, self-esteem appeared to play a partial mediator role between parental rearing attitude and adjustment in school. Moreover, self-esteem also appeared to play a mediator role partially between social support (friends, teachers) and adjustment in school. In other words, the more positive the rearing attitude of parents and social support were, the higher the self-esteem was, and the bigger such mediator effect is, the better the adjustment in school of children would be.
To make practical suggestions for social welfare based on the study results is as follows:
First, there needs to be an expansion of educational programs of parents of multicultural children. The current programs for foreigner mothers are focused on Korean language education. Therefore, not only the language education, but also the education on the Korean cultures and traditions need to be incorporated. Moreover, there is a need for education that may help understand the Korean educational system and school life.
Second, multicultural education needs to be conducted to, not only multicultural children, but also general children. There is a need for opportunities to learn the nation’s language, geographic location, cultures, and traditions, starting from the nation with a big parental population within Korea. Through this opportunity, the multicultural children will be able to develop pride and confidence about the mother’s nation. And to general children, it will be an opportunity to learn to understand the values of the nation and respect various cultures, not just school textbook-like understanding about other nations.
Third, there needs to be education conducted for school principals and teachers to understand and educate multicultural children. Through this education, teachers should learn never to discriminate multicultural children in class without realizing, be it verbal or physical. Also, teachers should educate the class to get along with each other, including multicultural children. Especially, teachers should be able to listen to the difficulties and worries of multicultural children and help them adjust in school through education for teachers in charge of multicultural children.
，韩语毕业论文，韩语论文题目 |
