The purpose of this study is to find the direction and necessity of multicultural education in school education and to adolescent grow into members who can actively cope with multicultural society by identifying the effects of adolescent school adjustment on multicultural Awareness, multicultural acceptance, and global citizenship. To conduct this research, the following research problems were selected for adolescents.
First, what are the differences between school adjustment, multicultural awareness, multicultural acceptance, and global citizenship according to the sociodemographic (personal background, multicultural-related experience) variables of adolescents?
Second, what is the correlation between adolescents' school adjustment, multicultural awareness, multicultural acceptance, and global citizenship?
Third, what is the effect of adolescents' adjustment to school on multicultural awareness, multicultural acceptance, and global citizenship?
To solve this research problem, school adjustment, multicultural awareness, multicultural acceptance, and global citizenship are set as measurement variables. Also, research data was collected from 598 adolescents attending at middle and high schools in Jeollabuk-do, and 579 questionnaires were selected and analyzed by using the SPSS Statistics 26 program in the following ways. First, we analyzed the sociodemographic characteristics of the study subjects through frequency analysis and derived Cronbach's α value to identify the reliability of school adjustment, multicultural awareness, multicultural acceptance, and global citizenship questions which are research measurement tools. In addition, we analyzed the relationship between school adjustment, multicultural awareness, multicultural acceptance, and global citizenship through correlation analysis, and conducted a regression analysis to identify whether school adjustment affects multicultural multicultural awareness, multicultural acceptance, and global citizenship. We would like to organize the results of the research obtained through these verification procedures according to the research questions.
The result of this study is as follows.
First, the general characteristic factor of adolescents composed of indivisual background and multicultural experience analyzed the difference of school adjustment, multicultural awareness, multicultural acceptance, and global citizenship. School adjustment shows a higher average when male students, when lived in large cities or villages, when multicultural education experiences 4-6 times. Multicultural awareness makes no meaningful difference according to gender, school year, residence area. Multicultural awareness makes meanmingful difference according to multicultural education experiences. Multicultural acceptance shows meaningful difference according to gender, school year, residence area and multicultural education experiences. Multicultural acceptance shows a higher average when female students, when high school students, when lived in villages, when multicultural education experiences have. Global citizenship shows meaningful difference according to school year, residence area and multicultural education experiences. Global citizenship shows a higher average when high school students, when lived in small city, when multicultural education experiences more than 7 times.
Second, the result of analyzing the correlation of the school adjustment, multicultural awareness, multicultural acceptance, and global citizenship of adolescents shows that the correlation number of multicultural awareness and global citizenship indicates 717 in the highest. Also, the result of analyzing the correlation of subfactor of each variable shows that the correlation number of relationship and variety of multicultural acceptance indicates 841 in the highest.
Third, the effects of school adjusntment on multicultural awareness, multicultural acceptance, and global citizenship were verified through regression analysis. As a result of verification, multicultural awareness shows 45.1%, multicultural acceptance shows 9.3%, and global citizenship shows 34.4% on school adjustment Thus, the higher the school adjustment are the higher the multicultural awareness, multicultural acceptance, and global citizenship is.
In conclusion, the effect of adolescents' adaptation to school on the relationship between multicultural awareness, multicultural acceptance, and global citizenship was verified. According to the results of this research, it is necessary to find ways to have various multicultural educational experiences for adolescents. In order for adolescents to adapt to school, they must have an attitude of respecting and caring for differences and a sense of responsibility as a member. Accordingly, education should develop educational activities to enhance multicultural awareness, multicultural acceptance, and global citizenship awareness so that they can gain various experiences of multiculturalism in adolescence. As a way to enhance the multicultural experience, they should experience various cultures, acquire knowledge of history, language, lifestyle, volunteer, and develop the attitude of understanding cultural differences and respecting values.