The excellence of academically gifted students 1 has been attributed to cultural values that stress either respect for education or the high quality of public education and teachers, or both (

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This study was to analyze the actual field of multi-cultural education objectively. For the purpose of this study, the researchers analyzed the multi-cultural education policy and then investigated various elementary schools in Gyeongnam region to investigate what kinds of problems occurred in the field and to obtain implications regarding what needs to be changed. As for the data collection, interview, text analysis, and participant observation were used. The findings showed that the notion of multi-cultural education was very restricted within a scope of mutual understanding education. Thus, institutional level of support is needed to develop a context-oriented goals of multi-cultural education specifically for Korea. Also, schools did not spend much time for multi-cultural education and they usually had it as a form of one time event. In terms of the development of teaching methods, teachers should pay more attention to the environment of multi-cultrual background students and help non-multi-cultural background students embrace diversity. Finally, various assessments should be developed to evaluate the increasing number of multi-cultural education curricula. This will help not only the multi-cultural background students but also the non-multi-cultural background students in the field.

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