According to increase of international marriage in the age of multiculturalism, people like international marriage immigrant women, industrial workers, North Korean defectors, etc., have been increased. This study intends to confirm the main factors influencing school life adaptation and various typ...
According to increase of international marriage in the age of multiculturalism, people like international marriage immigrant women, industrial workers, North Korean defectors, etc., have been increased. This study intends to confirm the main factors influencing school life adaptation and various types in the school life adaptation, and by this, it also has a purpose which supports an undertone in educational and political parts for the multicultural family student. In order to understand the school life adaptation of multicultural family students in detail, first of all, the real basic data of school site is necessary. The study was started on February 1, 2009, intensive data collection was continued from July 20, 2009 to February 28, 2010. In this period, researchers grasped diverse data, and executed the participant observation and intensive face-to-face talk. We inspected the factors influencing school life of multicultural family students and various types by this factors through Bvivo 2.0 program analysis on the daily record and empirical interview with participants-10 multicultural family students, 11 multicultural family parents and grandparents, 7 teachers who had teaching experiences on the multicultural families, 16 mentor teachers for college student, etc. The result on the study is as follows. First, they were divided into adaptation for friends, adaptation for classes, adaptation for class teachers as school life adaptation types of multicultural family students. In case of adaptation on the friends, the multicultural family students had received discrimination, prejudice, rejection, disregard from peer groups and had narrow relationship as friends. However there were some students keeping good relationship as friends. In case of the adaptation on the classes, some people seemed to have low language ability, passive attitude, and scatterbrained attitude in class. But others seemed to have active attitudes. In case of adaptation on the class teachers, Lastly, they had little conversation with their class teachers and studied minding their teachers. But there were some people who had a good relationship between teacher and student. Thus, the multicultural education for general family students and class teachers is necessary to help multicultural family students have good school life. Second, it showed that the influences on multicultural family students were home environment, relationship with parents, daily habit, and self-efficacy. Above all, low socioeconomic status of parents, unusual family organization, and distrust on Korea education affected school life adaptation of multicultural family students. And, low language ability, low education support of parents, undesirable life attitude after school, and self efficacy affected school life adaptation of multicultural family students. Student-specific support education program is a course for improving academic abilities of elementary students and solving psychological․emotional problems. And weekend school education program is an educational course accepting a lifestyle of mainstream for keeping distinctive identity of ethnic culture and language. Therefore we need to operate the student-specific support education program and weekend school's educational program for right school life adaptation of multicultural family students.
According to increase of international marriage in the age of multiculturalism, people like international marriage immigrant women, industrial workers, North Korean defectors, etc., have been increased. This study intends to confirm the main factors influencing school life adaptation and various types in the school life adaptation, and by this, it also has a purpose which supports an undertone in educational and political parts for the multicultural family student. In order to understand the school life adaptation of multicultural family students in detail, first of all, the real basic data of school site is necessary. The study was started on February 1, 2009, intensive data collection was continued from July 20, 2009 to February 28, 2010. In this period, researchers grasped diverse data, and executed the participant observation and intensive face-to-face talk. We inspected the factors influencing school life of multicultural family students and various types by this factors through Bvivo 2.0 program analysis on the daily record and empirical interview with participants-10 multicultural family students, 11 multicultural family parents and grandparents, 7 teachers who had teaching experiences on the multicultural families, 16 mentor teachers for college student, etc. The result on the study is as follows. First, they were divided into adaptation for friends, adaptation for classes, adaptation for class teachers as school life adaptation types of multicultural family students. In case of adaptation on the friends, the multicultural family students had received discrimination, prejudice, rejection, disregard from peer groups and had narrow relationship as friends. However there were some students keeping good relationship as friends. In case of the adaptation on the classes, some people seemed to have low language ability, passive attitude, and scatterbrained attitude in class. But others seemed to have active attitudes. In case of adaptation on the class teachers, Lastly, they had little conversation with their class teachers and studied minding their teachers. But there were some people who had a good relationship between teacher and student. Thus, the multicultural education for general family students and class teachers is necessary to help multicultural family students have good school life. Second, it showed that the influences on multicultural family students were home environment, relationship with parents, daily habit, and self-efficacy. Above all, low socioeconomic status of parents, unusual family organization, and distrust on Korea education affected school life adaptation of multicultural family students. And, low language ability, low education support of parents, undesirable life attitude after school, and self efficacy affected school life adaptation of multicultural family students. Student-specific support education program is a course for improving academic abilities of elementary students and solving psychological․emotional problems. And weekend school education program is an educational course accepting a lifestyle of mainstream for keeping distinctive identity of ethnic culture and language. Therefore we need to operate the student-specific support education program and weekend school's educational program for right school life adaptation of multicultural family students.
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