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일반 청소년들과 다문화 청소년들의 성 관련 경험 차이: 아버지의 학력과 성교육의 조절효과 검증
남수정 한국가정과교육학회 2015 한국가정과교육학회지 Vol.27 No.1
This investigation analyzed differences in sexual experiences between general and multi-cultural adolescents using the 7th data of youth health behavior online survey and examined effects of fathers' education and sex education on these differences. Specifically, sexual experiences were assigned as dependent variable, multi-cultural background as independent variable, and fathers' education and sex education as moderating variable. Effects of independent and moderating variables were examined using SPSS 20.0 to perform GLM (General Linear Model). As a result, a main effect of multi-cultural background was verified along with the regulation effects of fathers' education and sex education. Specifically, multi-cultural adolescents had more sexual experiences than general adolescents and the effects of fathers' education and sex education were more significant with multi-cultural adolescents than those with general adolescents. While fathers' education and sex education of general adolescents did not make a big difference in sexual experiences, multi-cultural adolescents whose fathers' education levels were low and those who were not taught sex education had more sexual experiences. 본 연구는 청소년건강행태온라인조사 제 7차 데이터를 이용하여 다문화 가정 청소년과 일반 가정 청소년들 간의 성 관련 경험 차이를 분석하였으며 이러한 차이에 아버지의 학력과 성교육의 영향력을 살펴보았다. 구체적으로 성 관련 경험을 종속변수로, 다문화 여부를 독립변수로, 아버지의 학력과 성교육을 조절변수로 선정하였으며 독립변수와 조절변수들의 영향력을 살펴보기 위하여 SPSS 20.0을 이용하여 GLM(General Linear Model)을 실시하였다. 분석결과 다문화여부의 주효과가 검증되었으며 아버지의 학력과 성교육 조절효과 또한 검증되었다. 구체적으로 일반 가정 청소년들 보다 다문화 가정 청소년의 성 관련 경험이 더 많은 것으로 나타났으며 일반가정 청소년들 보다 다문화 가정 청소년들의 성 관련 경험에 대해 아버지의 학력과 성교육의 영향력이 더 큰 것으로 나타났다. 일반가정 청소년들은 아버지의 학력과 성교육에 따라 성 관련 경험의 차이가 크지 않지만 다문화 가정 청소년들의 경우 아버지의 학력이 낮은 집단과 성교육을 받지 않는 집단이 그렇지 않은 집단과 비교해 성 관련 경험이 더 많은 것으로 나타났다.
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한국과 미국 예비 유아교사의 다문화 관련 경험에 따른 다문화 이해 및 다문화교육 관련 특성에 대한 연구
서현아,천희영,위수정 한국보육지원학회 2011 한국보육지원학회지 Vol.7 No.4
This research examines how experiences related to multicultural issues influence the understanding, perception, attitudes, and self-efficacy of early childhood preservice teachers toward multicultural education in Korea and the United States. 512 early childhood preservice teachers in Korea and the United States participated. Their multiculture-related experiences and their understanding, multiculture-related characteristics(perception, attitudes,and self-efficacy concerning multiculture) were measured using questionnaires. The key findings are as follows. First, more preservice teachers in the United States took multiculture-related courses, had experiences with children from multicultural families, traveled to other countries, and took courses with students from multicultural background than their counterparts in Korea. Second, there were no significant differences in understanding of multiculture according to their multiculture-related experiences between Korean and the United States preservice teachers. Third, there were no significant correlations between preservice teachers’ multicultural experiences and perception and attitude toward the multicultural education in the United States. On the contrary,Korean preservice teachers who took classes with students from multicultural families showed better perception and attitude toward multicultural education. Regarding self-efficacy, there were no differences with varying multiculture-related experiences in the United States, whereas Korean preservice teachers who took multiculture-related courses exhibited higher degree of self-efficacy toward multicultural education.
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사회지배 성향이 고정관념을 매개하여 다문화 수용성에 미치는 영향: 이주민 접촉 경험, 다문화 관련 대중 매체 경험, 다문화 교육 경험의 조절된 매개효과
김지혜,김옥녀 한국이민정책학회 2023 한국이민정책학회보 Vol.6 No.2
(Purpose) The purpose of this study is to analyze the impact of social dominance tendencies and stereotypes on multicultural acceptance, and to verify the mediating effect of stereotypes on the impact of social dominance tendencies on multicultural acceptance. In addition, the purpose of this study is to verify the moderating effects of immigrant contact experience, multicultural-related mass media experience, and multicultural education experience in the relationship between social dominance tendencies and stereotypes, and to suggest policy implications based on this. (Research methods) For this purpose, a survey was conducted on 248 adults living in Seoul in 2022, and the survey data was subjected to regression analysis, SPSS Macro, and boosttrapping using the SPSS 25.0 program. (Findings) The research results are as follows. First, age, social dominance, and stereotypes were found to affect multicultural acceptance. Second, stereotypes were found to mediate the relationship between social dominance tendency and multicultural acceptance. Second, only multicultural-related mass media experience moderated the relationship between social dominance tendencies and stereotypes, and appeared to have an effect on multicultural acceptance. In other words, social dominance tendency had a negative effect on multicultural acceptance through stereotypes, and multicultural contact experience through media appeared to regulate social dominance tendency and stereotypes. (Conclusion and recommendations) First, when producing multicultural content, it is necessary to check in advance for patronizing and hateful depictions of immigrants. Second, it is proposed that multicultural society experts be used to provide multicultural understanding and human rights-related education as statutory education.
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