Multicultural Students Research Articles

보편적 학습설계 기반 음운인식 프로그램이 다문화 읽기곤란학생의 음운인식능력에 미치는 효과

보편적 학습설계 기반 음운인식 프로그램이 다문화 읽기곤란학생의 음운인식능력에 미치는 효과

The Role Of Teachers’ Cultural Awareness In Preparing To Work With Multicultural Students

The Role Of Teachers’ Cultural Awareness In Preparing To Work With Multicultural Students

Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

사회적지지가 다문화청소년의 학교폭력 피해경험에 미치는 영향 - 우울과 사회적 위축을 매개로 -

사회적지지가 다문화청소년의 학교폭력 피해경험에 미치는 영향 - 우울과 사회적 위축을 매개로 -

일반학생과 다문화 학생의 학교폭력 피해 실태 비교분석

The purposes of this research were to basically understand the status of foreign residents and their children in Korea and to investigate the damages caused by school violence to ordinary and multicultural students so as to prepare measures to prevent and cope with school violence by multicultural students and to provide basic data.BR The literature exploration of this study analyzed statistical data from the Ministry of Education and the Ministry of Gender Equality and Family, and produced the following results.BR Firstly, the number of foreign residents and their children living in Korea has continued to increase every year. Secondly, due to the increase in the number of children of foreign residents, the number of multicultural students attending school in Korea has continued to increase every year. Thirdly, both ordinary and multicultural students suffered from school violence increased in 2018, especially in elementary school students, compared to other age groups. The most frequent type of school violence was verbal abuse, followed by bullying. Fourthly, the response to school violence damage was shown to be similar every year, while the rate of reporting or informing around ordinary students decreased at every point of the survey and the rate of unreported students increased.BR This research is a comparative analysis of the current situation of school violence between ordinary and multicultural students, and the results of the study are meaningful in providing basic data to prepare measures to prevent and cope with school violence by multicultural students.

English as a second language teachers’ perceptions of care in an anti-immigrant climate

ABSTRACT This qualitative study applies ethic of care and language ideological orientations to analyze how four middle and high school English as a Second Language (ESL) teachers perceived of care in their relationships with multilingual, multiracial, and multicultural ESL students with diverse immigration backgrounds. Findings show how the focal teachers sought to demonstrate care in their classrooms by engaging in pedagogical reflexivity and by upholding translanguaging stances regardless of their own linguistic backgrounds to encourage and facilitate their students’ native language and literacy development. Data analysis revealed that empathy and trust were integrally embedded in teachers’ ideologies and approaches. Implications for teaching and teacher education are discussed.

Higher Education Students’ Perceptions of and Attitudes Towards Peer Assessment in Multicultural Classrooms

Due to the scant work done thus far, the present mixed-methods study assessed Education students’ perceptions of and attitudes towards peer assessment (PA) and their effect on the perceived Transfer of PA practices to their future classes. 120 undergraduate multicultural students have participated in the study. The students were given two group assignments in line with the project-based learning approach. During each project presentation to the class, the students were required to individually assess their peers’ group work based on an indicator that was previously designed in collaboration with the teacher. After each assessment, the students filled out the Students’ perceptions of and attitudes towards PA questionnaire. The analysis implied that students’ positive perception of their ability to assess their peers and their trust in their peers’ ability to accurately assess their work are effective factors that might enhance PA skills transfer to their future classes. However, based on the results, a key challenge in PA implementation appeared to be culture-related. The study highlights the need to focus on consolidating trust among students within a heterogeneous classroom during PA processes.

A study on affirmative action in university admissions: focusing on multicultural students

A study on affirmative action in university admissions: focusing on multicultural students

A Contemporary Portrait of Black Women Student Affairs Administrators in the United States

Although Black women are the most represented minoritized group among U.S. higher education administrators, they continue to lag behind White women and men in terms of leadership in the student affairs profession, which may be exacerbated by their relative underrepresentation in graduate programs in education. Further, beyond generalized narratives about the aggregated experiences of Black women in higher education, little is actually known about the status and ambitions of contemporary Black women in student affairs. A secondary analysis of archival data extrapolated from a program evaluation survey provided preliminary insight into the educational and professional characteristics and aspirations of 401 Black women student affairs administrators who participated in the African American Women’s Summit. Findings revealed that the majority of participants had earned master’s degrees, were employed as assistant deans/directors, and were earning between $30,000–$49,999 annually. The most represented student affairs functional areas among participants were Housing and Residential Life Programs, followed by Multicultural Student Programs and Services. Most participants were employed at large, public, 4-year, predominantly White institutions. Further, despite hesitations about enrolling in doctoral programs and persisting in the profession, many participants still aspired to terminal degree completion and senior-level leadership. The data were interpreted in relation to existing research about the career pathways of chief student affairs officers and suggest that more specific strategies are needed to facilitate the promotion of Black women into student affairs leadership positions. While the findings of this study focused on a specific group of Black women student affairs administrators and thus should be applied cautiously, the portrait offered contributes to the scant body of literature about Black women employed in student affairs and suggests interim strategies that may be used to ameliorate their underrepresentation in the field.

STEAM Programming as a Pathway to Foster Positive Academic Self-Efficacy and Positive Self-Concept

Multicultural individuals are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). Therefore, the current study is focused on exploring STEAMtrix, a STEM out-of-school time (OST) education program that incorporates the arts for kindergarten through 12th grade (K-12) students. The study explores whether STEAMtrix could lead to the formation of positive STEM-specific self-efficacy and self-concept. Specifically, the study examined whether STEAMtrix could improve multicultural students’ interest and awareness of careers within the STEM pipeline. Thirty-eight students from multicultural backgrounds at a medium-sized community center participated in STEAMtrix. Explicit measures of STEM self-efficacy and both explicit and implicit measures of self-concept were collected before and after programming. Results demonstrated that the STEAMtrix curriculum increased STEM self-efficacy in some domains and improved implicit self-concept. This study offers insight into how community organizations and school systems can promote early access, positive self-efficacy, and positive self-concept in relation to STEM educational experiences during OST.

Self-Efficacy in Teaching Multicultural Students in Academia

The present study examined self-efficacy in teaching multicultural student populations in academic settings. Three indicators were used to examine teacher self-efficacy: teachers’ self-efficacy beliefs regarding teaching multicultural student groups (TSEB), teachers’ efficacy in the academic organization (TEAO) and professional teaching efficacy in multicultural student groups (PTEM). Data were obtained from a questionnaire administered anonymously to faculty members teaching in four faculties: humanities, law, health professions and business administration. The findings revealed a significant correlation between TSEB and PTEM. Teachers who reported positive beliefs and attitudes toward teaching multicultural student groups in academia also reported high efficacy in teaching these groups. Furthermore, TEAO correlated significantly with PTEM. The article discusses the research findings and examines future research directions.

한국어학급 운영 실태 및 개선방향 모색: 대구지역을 중심으로1)

This articles analyzed in-depth interview data on Korean language class management for 10 class teachers in 10 schools of Daegu Metropolitan Office of Education in 2019.As a result of analyzing in-depth interview data, the status of Korean class operation was largely divided into structural aspects, organizational support climate, and cultural aspects. Examining the structural aspects, there were mentoring for university students, bilingual education, linking with relevant institutions, and counseling for multicultural students in the Korean language class. The shortage was causing difficulties in operation. In addition, the process-centered evaluation of Korean language students was not well conducted, and many new teachers were operating Korean language classes, so they were inexperienced in their duties and complained about difficulties in teaching Korean language (KSL). According to the organizational support climate, there are 15 Korean language classes, making it difficult to proceed with individualized lessons, resulting in more class hours per week than Korean class teachers. In addition, many Korean language (KSL) textbooks were so difficult that many schools used worksheets produced by the school or Korean language textbooks on the market. It was appealing difficulties. Lastly, from the cultural point of view, the class teacher recognized that the Korean class teacher was easy because the work and class hours were small. In addition, the teachers had a false sense of Korean language class. Based on these operating conditions, the improvement direction should be presented. First, the college student mentoring system should satisfy the various needs of mentees through mentee-centered matching, not mentor-centered matching. Second, in order to reinforce cooperation among local agencies, the KSI needs to provide data to schools by synthesizing various programs conducted by local agencies. Third, it is necessary to provide specific guidelines and manuals on the curriculum-based evaluation and grading of Korean language students. Fourth, there is a need to mix the Korean language class selection method with the competition system and the designation system in the competition system. Fifth, when the teacher in charge of the Korean language class transfers, it is necessary to improve the personnel system that can be first transmitted to the school with the Korean language class. You will have to provide. Sixth, the number of Korean class (15 students) needs to be adjusted according to the reality, and if it is difficult to adjust the size, it is necessary to consider introducing a two-teacher system. Seventh, Korean language (KSL) textbooks are so difficult to play a role as a diagnostic assessment and learning tool. Therefore, Korean language (KSL) textbooks should be developed and distributed according to the students

Factors influencing pre-service science teacher’s GPA on bilingual science teacher education program

The needs for English speaking teachers in major cities continue to rise along with the increasing number of multicultural students due to population growth. The challenge to fulfil the need has an implication with how the teachers for the future are selected and prepared. This study seeks to explore the possible effects of gender, origin, school type, entry qualifications (Test of English as a Foreign Language/TOEFL) score on student performance (Grade Point Average/GPA) in a bilingual science teacher education program in Indonesia. This study was a cross sectional survey study in first year students who enrolled science teacher education program. The study employed of a sample of (N=62) of a first-year student enrolling science teacher education program. The results from Path Analysis via regression to predict factors influencing student’s GPA scores posited that there is no direct effect of student’s origin on GPA and TOEFL has a direct effect on GPA. From this study, the recommendation is to conduct a follow up program on bilingual science teacher program to improve students TOEFL scores because TOEFL score has a direct effect on student’s GPA.

Comparison of Multicultural Students' Ability of Verbal Expressions and Picture Expressions on Physics Concepts

Comparison of Multicultural Students' Ability of Verbal Expressions and Picture Expressions on Physics Concepts

FLOUTING MAXIM AND HEDGING MAXIM IN MULTICULTURAL STUDENTS INTERACTION

IKIP Budi Utomo as a private campus in the city of Malang has a composition of students from various tribes and cultures, making it a campus with a multi-cultural society. On this campus there are five tribes that dominate, they are: Javanese, Madurese, Dayaks, Sumba Flores, and Ambon. In multicultural societies, there are often obstacles, which in turn cause conflicts, in communication. A convention is needed between the speaker and the hearers so that communication becomes effective and efficient, and is able to minimize misunderstandings. In this case the concept called the principle of cooperation (Cooperative Principles) which is intended as a rule of communication in order to run effectively and efficiently becomes relevant to be studied. The design of this study is descriptive qualitative in which data sources obtained from dialogs that arise in daily interactions both between multicultural students and students and lecturers inside and outside the class at IKIP Budi Utomo Malang. In line with the results of the research analysis, it can be concluded that, of the 476 utterances recorded as raw data from this study, there were 45 cases of maxims flouts and 12 cases of maxims hedges, which formed a certain pattern in each multicultural students.

Self-Adjustment and Social Conflict of Multicultural Students

Social conflict became one of the phenomena commonly found in schools. To avoid conflict, good adjustment is needed. Meanwhile there are still many multi-ethnic students who have difficulty adjusting themselves to cause conflicts such as fights, disputes and debates that lead to violence. The aim is to find out the picture of adjustment and social conflict experienced by students and to know the relationship between adjustment and social conflict experienced by students. The research sample consisted of 104 students with Stratified Random Sampling. The instrument used was a questionnaire about adjusting the Likert Scale model with a reliability of 0.724 and a questionnaire about social conflict at 0.727. The results showed that there was a significant negative relationship between adjustment and social conflict experienced by students (r = -0.582). If the adjustment of students is getting better, the social conflicts experienced by students will decrease and vice versa. It means that some of the multi-ethnic students experience social conflict and counseling services are needed to resolve the conflict.

다문화 이중언어교육을 위한 초등 중국어교육 문화 학습내용 선정 연구

As South Korean society becomes a multicultural society, Korean-Chinese bilingual education gradually expands as a form of multicultural education, mostly in the elementary schools in the areas where multicultural students are concentrated. This study is a basic study for the establishment of a Korean-Chinese intercultural, bilingual curriculum for ordinary students and examines the elementary school curriculum and cultural learning contents in Korean and Chinese elementary textbooks. Based on this, this study explores the direction of the selection of cultural learning contents in Chinese education in terms of the connectivity between intercultural, bilingual education and the present elementary school curriculum. As a result of the discussion, the following suggestions have been drawn out. First, it is necessary to select cultural learning contents in various areas so that students can develop intercultural competence based on a wide understanding of Korean culture and Chinese culture. Second, it is necessary to present cultural learning contents, differing the levels according to students’ grade ranges, and considering students’ cognition level and cultural learning situation. Third, intercultural education should reflect both perspectives throughout all processes of intercultural, bilingual education, rather than dealing with certain cultural learning contents. One of the practical methods for this is to deal with the cultural contents of both countries in a more integrated way from a comparative perspective. The purpose of this study is to demonstrate the present status concerning the level and range of cultural learning contents in the elementary school curriculum and to discuss measures for the selection of cultural learning contents for students’ cognition and cultural characteristics. Due to aforementioned points, this study will be of value as it can be utilized as a reference to prepare intercultural, bilingual curriculum.

Effects of Forest Healing Programs Using School Forests on Language Acquisition and Ego-resilience of Multicultural Background Students

Effects of Forest Healing Programs Using School Forests on Language Acquisition and Ego-resilience of Multicultural Background Students

Leadership Challenges of Urban Institutions of Higher Learning, Which Serve a Predominantly Diverse and Multi-cultural Student Population

The topic of this research article examines the unique leadership challenges confronted by staff and faculty of higher education institutions that serve a predominantly diverse and multi-cultural student population in urban areas of the United States. Urban colleges and universities are found in the large metropolitan cities of the United States where students are from the area, as well as domestic and international. The study isolates five areas of concern that raise leadership challenges for these institutions of higher learning. Specific areas of challenge are the rising cost of tuition, retention, student preparedness for higher education, technology, and gainful employment. The exploratory research within this study was conducted primarily in the New York tri-state area. It is qualitative in nature and conclusions are based on research and observations of subjects directly affiliated with these institutions.

Multiple pathways to multilingual investment: a collective case study of self-identified Mexican students in the U.S

ABSTRACTThe children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual, and multicultural students often encounter mononational, monolingual, and monocultural ideologies in their schools and communities. The result is that potentially hybridized learning contexts turn into sites of struggle for continued positive multilingual identities and investments. This multiple case study implemented surveys and interviews to explore the factors that contribute to the high multilingual investment of three self-identifying Mexican students residing in the U.S. Findings indicate that strong family relationships, formal coursework in Spanish, as well as a strong ethnic identity as Mexicans are interrelated factors that contribute to their high multilingual investment. In turn, this study suggests there are multiple pathways for Spanish-speakers residing in the U.S. to maintain, develop, and regularly use their Spanish abilities even in English hegemonic contexts. Dual language education is a powerful factor, but formal Spanish courses at the secondary and post-secondary level are also equally strong contributors when dual language education is not available. Furthermore, years of schooling in Mexico can counter monolingual educational contexts that adolescents often encounter. Implications for how educators may further facilitate positive and powerful multilingual identities and investments with their students along the educational pipeline are explored with a specific attention to Spanish language programming and raciolinguistic ideologies.