Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

Abstract

In recent years, multicultural families are increasing in Korea. In such multicultural families, there may be language and interpersonal difficulties that affect the children. Given the possibility of real problems affecting academics and the potential for bias, the perceptions of parents and teachers is of vital importance. In this study, parents' and teachers’evaluations of problem behaviors of 405 elementary school students were collected on the Korean Child Behavior Checklist and the Korean Teacher's Report Form. Studies have shown that parents in multicultural families tend to rate their children's problems more seriously than in mono cultural families in the areas of Withdrawal/Depressed, Attention Problems, and Rule-Breaking Behaviors.Teachers rated boys from multicultural families as more problematic with Withdrawal/Depressed, Attention Problems, Rule-Breaking Behaviors, and overall scores than boys from monocultural families. Parents tended to take their child's problematic behaviors more seriously than teachers.In general, younger students were found to be more vulnerable to behavioral problems. This may indicate that an intervention is needed to help the children acculturate.

Social adjustment of online learners in a multicultural environment (Ajuste social de los estudiantes de un programa en línea en un entorno multicultural)

“…It should also be added that the theoretical framework is not rich in the study of common problems as a unifying factor in the educational environment. In particular, this is about public health, climate change, poverty, migration and conflict, communication with people from different cultures, openness to intercultural experience and respect for cultural diversity (Lim et al, 2021). That said, it is important enough that the current easy attainment of information flows complicates the process of integrating the dogma of moral values in an intercultural society.…”

“…Hay que añadir también que el marco teórico no es rico en el estudio de problemas comunes como factor unificador en el entorno educativo. En particular, se mencionan la salud pública, el cambio climático, la pobreza, la migración y el conflicto, la comunicación con personas de distintas culturas, la apertura a lo intercultural, la experiencia y el respeto por la diversidad cultural (Lim et al, 2021). Dicho esto, es importante señalar que la actual facilidad de acceso a los flujos de información complica el proceso de integración del dogma de los valores morales en una sociedad intercultural.…”