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This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. AbstractThis study examines how environmental consciousness and socially responsible clothing consumption attitude influence people's perceptions of the consequences of fast fashion. Data were collected through a questionnaire survey administered to females in their 20s to 40s, and a total of 430 surveys were used in the final analysis. The research results are as follows. First, environmental consciousness-which was conceptualized as interest in consumer effectiveness and the environment-had a positive influence on attitudes toward socially responsible clothing consumption attitude, i.e., clothing recycling and resource conservation. As the perception of consumer effectiveness was high, respondents had a tendency not to follow trends. Second, consumers with a high level of interest in the environment perceived the effect of fast fashion on the environment as serious, and they felt negatively toward personal use of fast fashion. Third, consumers with strong resource conservation behavior perceived the effect of fast fashion on the environment as serious, but those with positive attitudes toward secondhand clothing did not appear to have that perception. Finally, consumers who followed trends and those with weakly held attitudes about resource conservation felt positively toward personal use of fast fashion. The results of this research indicate that environmental consciousness is an important factor for socially responsible clothing consumption behavior. In addition, consumers with strong attitudes regarding resource conservation were more perceptive of the negative effect of fast fashion on the environment.

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Abstract>This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group).As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program. ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯▲ 주요어(Key Words) : 다문화교육(multiculturalism education), 결혼이주여성 보조교사(female married-immigrant assistant teacher), 다문화 가정유아(multicultural children), 다문화 수용성(multiculturalism acceptance)