• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.351-384
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• 2020

The research aims to develop the courses for librarians' continuing education to build up multicultural competencies in library services. In order to achieve the purpose, the study designed the research processes as followings: first, multicultural environment analyses with various materials such as statistics or national reports; second, librarians' and multicultural users' needs analyses of multicultural library services and library works; third, job competency analyses through reviewing related laws, rules, guidelines for library multicultural services, etc. On the basis of the results from the three-step analysis phases, the study deducted the candidate courses for librarians' multicultural education. After testing validity of the candidate courses by expert panels on library multicultural services, the research suggested the final 16 courses and follow-up research projects for designing and implementing the suggested courses in real class fields.

• Journal of Korean Library and Information Science Society
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• v.53 no.2
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• pp.137-163
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• 2022

The purpose of this study is to develop the public library programs that support the needs of multicultural families by examining the details of their information needs, focusing on the children's education issues of multicultural families. For this purpose, the data on experiences and needs related to the education of multicultural families' children were collected through in-depth interviews with married immigrant women. The study found the following six types of children's education-related needs of multicultural families: 1) Lack of understanding about the educational system and situation of Korean schools, 2) Their children's needs for language and learning 3) Their children's Bilingual education 4) Educational information for the role of parents, 5) Prejudice and discrimination against their children at school 6) Supporting library awareness and experience of mulitcultural families. Based on these needs, the following programs were suggested: 1) Parent role program for children's education, 2) Children's learning program, 3) Children's language education program, 4) Multicultural understanding education, 5) Library user education and guidance.

• Journal of Digital Convergence
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• v.12 no.7
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• pp.305-314
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• 2014

This study was conducted to investigate the cultural sensitivity and stereotype about immigrant women among nursing students. The participants in this study were 144 nursing students Data were collected from May to June 2013. The mean age of subjects was 21.8 years old. 68.1% of subjects had have experiences to travel abroad. Many subjects(90.3%) reported that multi-cultural education was needed. 66.0% of subjects met foreigners at clinical place among practice period. The cultural sensitivity and stereotype were middle range. It suggested that to prepare for the coming era of globalization, and to increase the nursing students' cultural sensitivity, a transcultural nursing curriculum needs to develop for appropriate and effective services in cross-cultural situations of the multicultural families in Korea.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.147-162
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• 2010

The purpose of this study is to seek out efficient multicultural education plans by investigating Home Economics teachers' perception of multicultural families and multicultural education. Thus, a survey was carried out to collect data mainly from home economics teachers who is working for middle schools. The results of this study can be summarized as follows. Firstly, there were more teachers who had some experience of contacting with multicultural families than those who didn't have, but it was not a big difference. Also, it was found that there were not many teachers who took multicultural education-related classes for their studying at college or had multicultural education-related teachers' training for their working as a teacher. Secondly, it was found that their respect for multi-races, recognition of multi-cultures, belief in multi-cultures and acceptance attitude toward multicultural knowledge were very positive. Thirdly, it was found that most teachers had consideration -centered viewpoints most of all. On the other hand, assimilation-based viewpoints were the least among teachers. Fourthly, teachers believe that multicultural society centered contents, which is a society where people get along with each other, should be dealt in class while executing education for multicultural families. Lastly, in regard to methods of executing education for multicultural families, it was found that they showed the strongest opinion that it should be executed all over the domain of every school subject as integrated education.

• School Mathematics
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• v.12 no.4
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• pp.639-665
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• 2010

The purpose of this research is to seek for principles and methods of multicultural mathematics teacher education. It began with an overview of theories of multicultural education and of multicultural teacher education in order to address the questions of what is the goal of multicultural education and what constitutes the competence of multicultural teachers. Then, cases of multicultural mathematics teacher education were reviewed. Based on that, this research identified three domains of teacher competence: domains of affect, of cognition, and of behavior. This paper also presented what constitutes each domains of competence and how to promote the development of each type of teachers' multicultural competence. This paper discussed implications to multicultural teacher education in Korean society.

• Journal of Ethics
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• no.84
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• pp.217-242
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• 2012

This essay aims to explore the importance of ethics education in Korean multicultural society. In 2011, it is reported by the Ministry of Education, Science and Technology that the final goal of Korean multicultural ethics education is to establish the foundations of National identity and of moral values in general. It might be a ideological tool, however, that can suppress the minority in Korea. In that sense, an orientation of ethics education in Korean multicultural society is basically to consider all moral agents in ethics. To give any solution, therefore, an attention will be paid to the notions of emotion and the likeness of moral fibre. Most important is that we have certain emotions which are in society beyond individual feelings. It is the only ethical subject and existence who we can have them. In that point, having them enables us to make any decision on the ground of moral values. By the quality of the likeness of moral fibre, furthermore, we can recognize and exercise moral values together without any difference in multicultural society. This makes sense of an identity as a Korean. Therefore, having emotions is helpful in taking the moral foundations of Korean multicultural society and the self-recognition of a Korean in the sense of the likeness of moral fibre give an ethical direction to us, the Korean multicultural society of ethical culture in the future.

• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.253-276
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• 2014

The diversification of Korean society with a large influx of migrant workers, international marriages, and international students calls for an attention to the importance of cultural competence of Library and Information Science sector in order to respond effectively and appropriately to the needs of immigrants who have diverse cultural backgrounds. In regard to these circumstances, this study is designed to develop the components of cultural competency needed by librarians. For this, this study collected its data through literatures review and interviews with librarians who are implementing services for immigrants in multicultural libraries and with experts who have experienced researches based multicultural services or involved with the management of multicultural families and migrant workers. As a result, the cultural competency components emerging from literatures review and interviews were divided into three parts ; multicultural attitude, multicultural knowledge and multicultural skills. And detailed components of three parts of cultural competency were specifically multicultural attitude, knowledge of multicultural groups, knowledge of multicultural services, development of collections, programs, and services, service delivery, language diversity, and professional education and workforce diversity.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.453-477
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• 2013

The intent of this study is to fully investigate the major issues and challenges related to characteristics of gifted children from multicultural families in Korea. The gifted students of multicultural families are currently categorized as disadvantaged gifted students, but they need to be defined more deeply and separately due to the continuous increase of multicultural families. Most culturally different gifted children have common problem such as integrating into Korean culture, often suffering from emotional problems and their parents' economic disadvantage. Due to these problems a variety of issues arise. First, culturally diverse talented students have problems due to the alienation and the lack of equal opportunity given to gifted children of multicultural families in need. Secondly, another issue is whether or not the selection of these students for a gifted and talented program is administered equally and fairly. Thirdly students and teachers may have difficulty forming relationships. Fourth, there is a dire need to address the issue of a lack of formal education policy. for these students. Fifth, the formulation of a gifted and talented program solely for multicultural students is necessary. Sixth, educating the parents of such students remains a critical challenge. Seventh, the last issue arises from a lack of research regarding the identity of multicultural gifted children in Korea. In this study, we discuss each of these issues in-depth. Additionally the future of Korean Multicultural Gifted selection, training in the field, school direction and it's implications are discussed.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.8
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• pp.1325-1334
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• 2013

The purposes of the study were to assess the multicultural competencies and to identify potential barriers toward improving multicultural competencies of food and nutrition majors at the university level. A total of 500 students were surveyed and 457 responses were analyzed for the study. The multicultural competencies, based on a literature review, included food culture knowledge, multicultural attitude, and multicultural skills. Approximately half of the respondents took a food culture class as a college course. The food and nutrition majors showed positive multicultural attitudes; however, food culture knowledge scores for traditional Korean food culture and 11 other food cultures remained low (average score: 63.7 out of 100 points). In addition, familiarity with cultural foods and knowledge of food-related cultures were not necessarily related. As a result of factor analysis, multicultural skills, required for dietitians, were classified into three factors: professional skills, food preparation skills, and communication skills. Overall, students rated their professional skills the highest and communication skills the lowest. Multicultural attitudes and skills increased with school years, and students who took a food culture class showed significantly higher multicultural attitudes and knowledge scores compared to their counterparts. Economical issues, lack of time, and lack of opportunities for learning multicultural competencies in majors and experiencing different cultures were highly rated potential barriers for improving multicultural competencies. Our research indicates that food and nutrition educators should review their curriculums to incorporate content that encourages food and nutrition majors to learn about other food cultures and improve their multicultural competency. These skills will be critical for food and nutrition professionals in the multicultural age.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.173-189
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• 2015

The Korean society has been dramatically changed in its population, with rapidly increasing number of multicultural families through international marriages. The objective is to investigate the dietary patterns as an acculturation for multicultural families in urban area. The research target was 89 marriage immigrant females in Daejeon, in whom 50.6 % was in their twenties and 49.4 % was in their thirties to forties. 39.3% of the subjects was from China and 28.1 % from Vietnam, which showed similar pattern to the ratio of marriage immigrants' homeland in Korea. As age goes higher, cultural adaptation in Korea was the integration pattern. Marriage immigrant females from Vietnam showed the highest rates of marginalization pattern as cultural adaptation. Moreover, those with longer marriage duration and with children tend to show higher rates of integration pattern. 'Food attitude', 'food diversity', and 'balance life' as eating behaviors are related with acculturation. In conclusion, the multicultural families in urban area showed integration acculturation patterns, which could be influenced by their socioeconomic factors, such as residence period and Korean language ability and food diversity as dietary patterns factors. Further study with a quantitative analysis is needed in order to understand the effect of dietary patterns on acculturation in the multicultural families.