Multicultural education in a multicultural society is very important . In particular, it is important to have an receptive attitude toward multicultural society as teenagers must play a pivotal role in the global age. In a multicultural society, the success or failure of multicultural education may be influenced by various factors, but high school students are very important members. This is because the direction and practice of multicultural education can not help but depend on the perception and efforts of high school students.
The study was aimed at suggesting effective multicultural education methods by conducting a multicultural acceptability survey on high school students in Jeollabuk-do Province.
More specifically, what is the multicultural education method for enhancing the multicultural acceptability of high school students in North Jeolla Province? For this, the difference in the diversity of multicultural acceptability of high school students (cultural openness, national identity, stereotypes and discrimination), and the relationship factors (unilateral fairy-tale expectations, avoidance, etc.) of high school students.
The conclusions of this study are as follows :
For high school students in North Jeolla Province, gender, regional, formal multicultural experience, non-style multicultural experience, and multI-cultural acceptability factors were considered as meaningful factors.
First, the analysis of differences in multicultural acceptability factors by gender showed that girls generally had high levels of multicultural acceptability, but there were no significant differences among groups.
Second, students in urban areas had higher levels of multicultural acceptance compared to students in urban areas. In particular, he showed the difference in multicultural openness, national identity (t = 2.030, p 〈. 05), stereotype and discrimination factors t = 2.136, p 〈. 05), and negative and avoidance factors (t = 2.3).
Third, the higher the type of multI-cultural experience, the higher the multI-cultural acceptability factor, the higher the threshold and discrimination factors (F = 3.477, p. 05), and the higher the [F = 3.477], Direct experience of multicultural education improves levels of multicultural awareness. Therefore, they should be allowed to have a multicultural experience.
Fourth, the higher the non-style multicultural experience, the higher the level of perceived multicultural acceptability. Conception and discrimination factors (F = 3.062, p 〈. 05), unilateral fairy-tale expectations (F = 7.057, p 〈. 01), and reject and avoid emotional factors (F = 3.3812, Since non-style multicultural education is mostly conducted through mass media, education on mass media is also necessary.
Fifth, there were stereotypes and discrimination factors (F = 3.397, p 〈. 05) depending on the degree of experience in multicultural education, and there were potential factors for mutual interaction (F = 13.746, p=001), Therefore, opportunities to experience multicultural education for high school students should be expanded.
Sixth, 74.4 % of high school students in North Jeolla Province answered that it was necessary for multicultural education, and 79.3 wanted to participate in the multicultural education provided by the school. In other words, based on the high school student's demand, multicultural education should be conducted in schools.
Suggestions from this study are as follows.
First, the level of multicultural acceptability of high school students differed by region. High school students in rural areas are more aware of urban areas. Therefore, multicultural education should be conducted not only among students in urban areas but also urban areas.
Second, what affects high school students' multicultural acceptability index was informal multicultural education, formal multicultural education, and multicultural education in schools. In order to develop the multicultural capabilities of high school students in a multicultural society, efforts were needed to bring not only schools but also families and communities together.
Third, 79.3 percent of high school students in Jeollabuk-do Province wanted to participate in multicultural education. And 2 percent of students who do not want to participate in multicultural education will have to do so through various experience programs as well as classes and non-school programs.