• Korean Journal of Social Welfare
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• v.63 no.4
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• pp.131-154
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• 2011

This study aimed to find out how to support school adaptation among multicultural family youth from accompanied entry, specifically the children who came to Incheon, Korea to live with new stepfather because of their mother's international marriage. The objective of the study is to seek for counter-measurements against the problems of their high probability of leaving and quitting school. Based on grounded theory in qualitative studies, the study was to analyze various categories and dimensions in school adaptation process among the elementary students. Individual, family, and school related factors were involved in the school adaptation process, positively or negatively. Probing and speculating multi-dimensional aspects of the adapting process, the study paid attention to the followings. First, to extent to which the experiences of school adjustment among the multicultural youths were differentiated from those of other students. Second, how the youths responded to society and other people, directly or indirectly, and modified their actions and attitudes. Third, how we can help the youths out of school maladjustment and toward social integration. In conclusion, policy suggestions are given to assist the struggles of the disadvantaged youth, who are under acculturative stress and adapting problems at the new country.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.59-70
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• 2017

The purpose of this study was to investigate whether there is a moderating effect of protective factors on risk factors in affecting school adjustment of immigrant youths. For this purpose, this study analyzed 69,720 youths who weighed 6,079 children of youths ages 9-24 among the 2015 National Survey of Multicultural Families. From the results of the analysis, first, the discrimination experience, school violence and depression, which are risk factors of immigrant youths, all had negative effects on school adjustment. Parental relations, self-esteem, Korean language ability, and nationality acquisition, which are protective factors, all had a positive effect on school adjustment. Second, among the three risk factors in the school adjustment of immigrant youths, self-esteem and nationality acquisition variables were analyzed as the protective factors moderating depression, and the protective factors controlling school violence were analyzed as parental relationship, self-esteem, Korean ability and nationality acquisition variables. Based on the results of the analysis, decrease in immigrant youths' depression, coping with academic violence, and development and support of various competency development programs were suggested as major social welfare practices.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.412-422
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• 2018

Current support policies for multicultural families translate the focus on educating multicultural children from the initial adjustment of foreign-born brides. By contrast with Korean-born biracial/biethnic children of international couples, foreign-born immigrant children suffer linguistic and cultural differences. This study explores the acculturational difficulties and needs of school-aged immigrant adolescents in Busan Metropolitan city and suggests policies to meet their needs. Seventeen participants, including immigrant adolescents, immigrant parents, in-school service providers and out-school service providers, were recruited, and focus-group interviews were conducted. The major themes show that school-aged immigrant adolescents suffer from cultural/racial differences, different naming practices, linguistic differences, and age gaps. In addition, the study participants strongly call for KSL education, academic mentoring programs, career education, and education for multicultural understanding. This study suggests that future policies should be designed to support immigrant adolescents based on a diversity model beyond assimilationist approaches of adeficitmodel.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.249-258
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• 2020

The purpose of this study provides multicultural adolescents' out of school career preparation experience. Seven multicultural adolescents out of school living in Seoul, Gyeonggido, Chungchungdo were selected for the in-depth interview. Data were collected from July to September, 2019. This research utilized Colaizzi's phenomenological method. The participants provided 14 themes on the essential structure of experience and 5 theme clusters. The final 14 themes were relationship with friends, speedy learning ability, fear of learning, generous character, no dreaming, enjoying hobby, influence of job, influence of mother, no concept of career, looking for mother language-related job, no managing time and health, material abundance, trying diet, burden about test. Based on this result, it is suggested to acknowledge importance of positive motive pursuit for career, various support giving power, positive attitude of career, self-reflection, road to go for career preparation.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.533-538
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• 2021

The purpose of this study is to consider the perception, which education-related workers and parents have, associated with guaranteeing the right to learn for youth migrants in Korea. The study was especially intended to analyze the opportunities and adaptions of youth migrants and make policy suggestions accordingly. To this purpose, this study implemented one-on-one in-depth interviews with research participants to collect and analyze data. This research yielded four categories: initial settlement, social security support as a fundamental right, learning rights guarantees, and psychological support. Also, seven subcategories were elicited. The suggestions based on results are followings: first, the legal basis for learning support for middle-aged adolescents; second, curriculum composition for school maladjusted middle-aged adolescents; third, individualized support system; fourth, the active promotion of support systems such as information provision; fifth, the diversification of policy for psychological stability.

• Journal of Industrial Convergence
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• v.22 no.7
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• pp.103-112
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• 2024

The purpose of this study is to verify the effect of parent's support on the school adaptation of immigrant adolescents to school life, the mediating effect of self-esteem, and the moderating effect of cultural adaptation stress. The data used for the analysis were the second panel data (2020) among the multicultural youth panel survey data. As for the data analysis method, frequency analysis, descriptive statistics analysis, correlation analysis, PROCESS MACRO Model Number 4 and PROCESS MACRO Model Number 1 analysis were performed. As a result of the analysis, first, parental support showed a positive (+) effect on school life adaptation. Second, in the relationship between parent's support and school adaptation, self-esteem had a statistically significant indirect effect. Third, it was found that cultural adaptation stress had no moderating effect in the relationship between parent's support and school adaptation. Based on these results, policy and practical suggestions for improving the school adaptation of immigrant adolescents to school life were presented.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.27-39
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• 2018

This study explored the influencing factors on the depression of immigrant school-adolescents. It made use of family factors, school factors, and multi-cultural factors to verify the influencing variables of depression in school grade. Data were drawn from the National Survey of Multi-cultural families 2015 and analyzed t-test and chi square test and multiple regression analysis by using SPSS Win 21.0. First, school violence experience was the most important factor on the affecting depression in elementary school students. Multi-cultural family identity was the main cause of depression in middle school students, and school study difficulty in high school students. Second, major variables on the affecting depression in all groups were identified as social discrimination experience. These results implied the differentiated support by ages was asked for the stable settlement of adolescents. Experience of social discrimination was a common factor raising the level of depression in all groups. Therefore, we should be done active intervention in school environment.

• Korean Journal of Social Welfare Studies
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• v.44 no.1
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• pp.165-192
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• 2013

Though identity formation is a major developmental task during adolescence and ethnic identity is an integral part of one's identity formation, little is known about ethnic identity exploration and formation among the immigrant adolescents as well as the adolescents born in marital-immigrant families living in Korea. Seventeen adolescents aged 13 to 17 having immigration experiences participated in the study and shared their experiences related to ethnic identity. Results of analyzing in-depth interview data indicated that the concept of ethnic identity was a multidimensional construct: self-identification, bases of identification, emotional reactions, and process of identity formation were important components consisting of the participants' ethnic identities. The youths also reported a variety of socio-cultural experiences related to one's ethnic identities. Based on the findings, the study discussed theoretical implications of the findings and suggestions for providing services for these youths.

• Journal of the Korea Convergence Society
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• v.11 no.7
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• pp.125-136
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• 2020

The purpose of this study is to understand school dropout experiences of multiculrual adolescents and to suggest policy of promoting their school adjustment. In-depth interviews are conducted with four multicultural adolescents who have dropped out from school and the interviews were analyzed using the phenomenological analysis method. The current study finds that school dropout experiences of multicultual adolescents could be classified in seven themes and those themes are divided again into 19 sub-themes. The seven main themes are as follows: 'the family in crisis', 'maladjustment in school life', 'discrimination and conflict', 'school-violence victimization', 'school dropout crisis', 'nonoperating the mandatory delay before school dropout program', and 'school dropout'. Based on these results, we would like to provide basic information to prevent multicultural youth's academic suspension.

• Journal of the Korea Society of Computer and Information
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• v.27 no.11
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• pp.241-249
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• 2022

The purpose of this study is to analyze and verify the effects of multicultural children's psychosocial adaptation, bicultural experience, parental support and parenting attitudes, and school activities on the development of Korean language ability using data from the second stage of the MAPS(Multicultural Adolescents Panel Study) using a structural equation model. The subjects of this study were 396 children from foreign families and mid-immigrant families, multicultural children who were enrolled in the fourth grade of elementary school in 2019. As a result of the study, it was found that psychosocial adaptation, bicultural experience, and school activities directly or indirectly significantly affect the ability of multicultural children to speak and understand Korean. In particular, it was found that school activities have a direct effect on the improvement of the Korean language ability of multicultural children, so it was understood that the support of friends and teachers should be treated as very important parts of educational activities in the educational field. These results mean that the most ideal educational environment that affects the development of Korean language skills must be necessarily reflected in the Korean language education policy for multicultural children.