• Korean Journal of Child Studies
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• v.32 no.1
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• pp.31-49
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• 2011

This study centred around the development of a parenting training program for improving parent-child relationships in multi-cultural families and to examine the effects of the program. The goal of this program was to improve parent-child relationships in multi-cultural families. The program consists of 8 sessions and each session employs a variety of activities and teaching methods to help multi-cultural mothers to become more involved in the a program. The participants were 12 mothers of multi-cultural backgrounds in Seoul and Asan city. There 12 mothers were assigned to the experimental group participated in this program for a total of 8 sessions. Data were analyzed according to frequencies, percentiles, means, standard deviations, and paired t-test. The results of this study indicated that this parenting training program for improving parent-child relationships was effective in improving multi-cultural mother's parenting efficacy and reducing their parenting stress.

• Journal of the Korea Society of Computer and Information
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• v.20 no.3
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• pp.157-167
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• 2015

In this study, we studied the influence that the stress placed on children (originating from presence of two cultures at multi-cultural families) can have on adapting to school, and further assessed the control effect of teachers' support as a protection factor. In order to achieve the goal of the research, we identified samples of children between Grades 3-6 who came from multi-cultural families to carry out surveys. Based on the results of our analysis, the experience of discrimination and language conflicts experienced by children from multi-cultural families affected their academic activities (among adaptation factors to school experiences), while teachers' support appeared to have a control effect. However, for the influence of language conflicts on friend relationships (among adaptation factors to school experiences), teachers' support did not have a control effect. As such, based on this research result, we've proposed plans to improve school adaptation of children from multicultural families.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.73-90
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• 2009

The number of multi-cultural members, such as immigrant labors, international marriage women are gradually increasing in Japan society. Now it might be said that Japan has become a multi-cultural society. Recently in Japanese kindergartens and nursery schools the numbers of foreign and bi-cultural children are increasing. The aim of this paper is to review the researches on the cultural diversity in the Japan, especially in childcare. Methodology proceeds from a review of related literature to internet-based data and to the statistics issued by the government. Through reviewing them, the problems of teachers' assumptions and the importance of discussions about teachers' competencies to educate minority children and to communicate with their parents were suggested. As a switch over to multi-cultural society is occurring in Japan, the attitude of assimilationism is weakening, and the local community is now beginning to tolerate the multi-cultural childcare. Consequently, It was over to age that is distinguish identity from only nationality.

• Korean Journal of Culture and Social Issue
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• v.21 no.4
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• pp.649-669
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• 2015

Korea has entered a multicultural society. As the number of multicultural family grows, identifying factors that facilitate family adjustment seems important. The relationship between parent and children can be a crucial predictor in family adjustment. Thus this study examined how the concordance/discordance in language fluency affects youth's satisfaction towards their parents. This research employed the 2012 National Survey of Multicultural Families (NSMF) using 9 to 24 year-old multicultural youth'(N=4314) data and that of their parents. Since some youth were from the same family, we used Multilevel Models to take into account youth-level data (level-1) and family-level data (level-2). The major findings are as follows: First, concordance/discordance in both national and ethnic language fluency is associated with the quality of relationship between parents and youth. Second, youth's satisfaction toward parents is highest when foreign parent and youth are fluent in Korean, as well as, when Korean parent and youth are fluent in ethnic languages. These findings can suggest directions for Korean multicultural policy to encourage fluency in both Korean and ethnic languages in multicultural families.

• The Journal of the Korea Contents Association
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• v.13 no.6
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• pp.270-282
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• 2013

The present study aims to investigate the effects of bicultural characteristics and social capital on psychological adaptations such as depression and self-esteem. A survey was conducted on 295 foreign-born mothers and their 305 children, ranging from third to sixth grade in elementary school up to seventh to ninth grade in middle school, residing in South Korea's seven major cities, including the city of Seoul. The results of this research are the following: 1) With regards to factors that influence depression among children in a multicultural family, less support from a friend leads to a larger exposure to multicultural programs. Also, the lower the perceived income level of his or her family, greater is the state of the child's depression. 2) Significant factors that influence self-esteem for multicultural children are friends' support, level of mothers' Korean language proficiency, teachers' support, and numbers of multicultural programs. Two implications may be addressed from this study. One is the need to consider bicultural characteristics and social capital to enhance psychological adaptability for children raised in multicultural families. Another is to apply social support characteristics such as friends' and teachers' support to multicultural programs.

• Journal of Family Resource Management and Policy Review
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• v.19 no.3
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• pp.1-16
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• 2015

The purpose of this study was to synthesize the results of studies on the effects of multi-cultural education program for Korean children. Using the author's own selection criteria, 17 studies were finally selected and 31 effect sizes were calculated from these studies and used for meta analysis. The overall effect size for all studies on the random effect model was .802, and it was positive and high. Given the heterogeneity among the effect size, subgroup analysis was conducted. According to the analysis, effect sizes significantly differed depending on program goal, concerned multi-cultural higher than others. Result also showed that the high scored effect sizes were the general family, pre-school age children group, and the program were 11-20 children group in size, and 11~20 times in frequency of education.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.155-176
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• 2008

This study explored variables related to Korean language education for preschool children with multicultural family backgrounds. Participants were 21 Korean language teachers and 14 women who immigrated from China, Japan, Mongolia, Philippines, and Vietnam to marry Korean men. They were mothers of children 2 to 7 years of age and had lived in Korea an average of five years. Mean age of mothers was 37(range of 30 to 43). Half had college and none had less then middle school education. They were interviewed with a series of semi-structured questionnaires. The children were reported to have a low level of vocabulary and articulation because their mothers could not provide fruitful oral language experiences. Supporting systems including family literacy were discussed.

• Journal of Family Resource Management and Policy Review
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• v.26 no.2
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• pp.53-70
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• 2022

This study aimed to develop a scale to measure the family strength of single-parent families. We analyzed the everyday life and demands of single-parent families using the theory of family strength to draw 78 items that encompass family basis, relationships, roles, social networks and family culture. Using a sample of 286 single-parent families through an online survey platform, we examined the factor structure of the items and selected 48 items based on the results of the factor analysis. Reliability, criterion and construct validity were also examined. The final scale comprised of five domains ; basis, parents' role, work-life balance, social network, lifestyle and household management. This scale can be used as an assessment measure of the family strength of single-parent families for consulting, case management and suggesting various programs in the field. This merit will help enhance the quality of programing for single-parent families at the Healthy Family Support Center and the development of family strength scales for various types of families.

• (The)Korea Educational Review
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• v.18 no.3
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• pp.157-182
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• 2012

As more migrants stay for a longer term or settle in Korea through marriage, labor contract, defeat of North Korea, etc, the discourse on the migration policies gets more complicated and expands further beyond the issue of their adaptation to the Korean culture and their rights to encompass their families and children. The social integration policies for children of migrant families in Korea have been mainly led by the Ministry of Gender Equality and Family and Ministry of Education, Science and Technology. This paper will look at the challenges that children with migrant background face and their problems while reviewing the policies on children with migrant background in a critical perspective. In conclusion, it gives some suggestions to help establish more open society with multi-cultural values espoused.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.685-695
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• 2016

This study suggests different improvement practices of adolescents' multicultural acceptability to compare the factors influencing multicultural acceptability with elementary and middle school students. The data used in this study come from the Korean Child and Youth Panel Study(KCYPS) of the National Youth Policy Institute(NYPI) comprising 4,092 responses from 5th grade elementary school students and 4th grade(middle school 2nd grade) of elementary school students. The study data were subjected to hierarchical regression analysis to give the following findings. First, Levels of Multicultural Acceptability were significantly different. Second, factors influencing multicultural acceptability for elementary school students and middle school students were different. Common factors were mother's education level, life's satisfaction, peer relationship, teacher relationship, and spirit of community. Factors for elementary school students's multicultural acceptability were subjective academic achievement, community awareness, experiences of cultural activity, and overseas visiting experiences. The factor for middle school students's multicultural acceptability was family/group travel experiences. Our findings highlight the importance of programs and education that are suitable for children's developmental level. Such peer group programs need to be offered for middle school students to achieve spirit of community and educational group program and various extracurricular activities to achieve community awareness and develop a spirit of community for elementary school students.