University of Southern California Dissertations and Theses

Professional development and building diversity inclusive educational settings in South Korea: an innovation study

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Professional development and building diversity inclusive educational settings in South Korea: an innovation study

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Content Running head: BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 1

Copyright 2019 Bo La Kim

Professional Development and Building Diversity Inclusive Educational Settings in South Korea:
An Innovation Study
by
Bo La Kim

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2019
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 2

Dedication
Dedication to my beloved parents, all my professors and teachers who were passionate
and believed in my potential; and to all those teachers who never give up the hopes in education
and strive hard to make their students’ dreams come true at this moment.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 3

Acknowledgements
It was quite a journey to make the finish line. I have to admit that I could not make it this
far without my dear family and friends.
Drs. Frederick Freking, Cathy Krop, and Emmy Min: It was a great privilege for me to
work with you as my Chair and committee members. I appreciate sincerely with your time and
effort to walk all the steps with me. Also, Dr. Don Murphy: I was fortunate to have you as my
professor in my times of adversities. Thank you for all your extra support and kindness.
Cohort 7, thank you so much being there for me when I was in difficult times: La-Verne,
a ‘lobby’ sister who always encouraged me and believed in me; Brian, thanks for the great hugs!
Zachary, Jamie, and Brenda, who came to Korea and made my days in those lonely times!
I want to thank Dr. Regina M. Morlino for her generosity and kindness to become my
Soul Sister and support every day and night. I am sure we will be together in the rest of our
journeys even after this program! Also, I am so thankful for the Morlinos and the Marascos for
their warm welcoming and being another family to me.
I do not know how to express my gratitude to Rebecca J. Elliott for her devotion and
support. Thank you so much for your trust that I can change education in Korea. Eunyoung
Sally Jeon, you always understood me and supported me even in your hard times. I am also
thankful for Dr. John S. Rajeski and Dr. Ruth C. Black, who were willing to provide supports
and planted positivity in me by becoming my mentors. Last but not least, Dr. Jennifer Park,
thank you so much for your friendship and care. Let’s get some writings together!!
My dear family: 김종권 선생님, 김선희 여사님. 엄마 아빠의 딸이라서
자랑스럽습니다. 누구보다 저를 믿어주시고 어려운 상황에서도 항상 지지해 주셔서
감사합니다. 힘이 되어준 동생 정태, 고마워. 모두 사랑합니다.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 4

Lastly, Jesus my Lord, Savior. Thank you for having me as your daughter. I am not
worthy of having any of these, but You chose me and planted Your dreams in me. I may fall and
be discouraged sometimes, but I know that You will walk with me even in those times. All the
honors that I receive now are only for You and Yours.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 5

Abstract
This study examined middle school teachers’ knowledge and motivation implementing
multicultural education curriculums in practice, and teaching and supporting low achieving
multiethnic students by utilizing Clark and Estes’s (2008) knowledge, motivation, and
organizational (KMO) gap analysis framework. The stakeholder group of this research was
teachers from two multicultural education-centered middle schools in Seoul, South Korea. This
study adopted a mixed method model using document analysis, a survey, and interviews. The
analysis of data from this mixed method study validated that there were two gaps each from
KMO influences among middle school teachers’ knowledge and skills, motivation, and
organizational contexts that led to three recommendation solutions with two prerequisites. The
first prerequisite is that the terminologies should be classified with more detailed definitions and
characterizations to provide proper support for each group of multiethnic students. Second,
multiethnic students should receive certain levels of education and proficiency evaluation using
the Korean language before attending secondary education systems. Recommendations include
revising current teacher training programs by making them mandatory long-term inter-related,
providing professional development for teachers with audio-visual materials, and creating unit
school level rewards and recognition for individual teachers to draw more attention to share
culture among teachers. The research concludes with evaluation frameworks for monitoring the
effectiveness of the proposed recommendations.

Keywords: multicultural education, diversity, equity in education, teacher training,
professional development, South Korea

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 6

한국어 초록
한국의 교사 교육 및 다양성 포용적 교육 환경 구축: 혁신 모델 연구
본 연구는 중등 교육 현장에서 다문화 교육 커리큘럼의 도입과 학습부진 다문화 학생을
가르치고 지원하기 위한 중학교 교사의 지식과 동기를 Clark and Estes (2008)의
지식(knowledge), 동기 (motivation), 기관적 (organizational) (KMO) 갭 분석 체계를
활용하여 분석하였다. 본 연구의 대상은 대한민국 서울에 있는 2 개의 다문화 중점
중학교 교사들이다. 이 연구는 문서 분석, 설문 조사 및 인터뷰를 사용하는 혼합적 연구
방법을 채택하였다. 이 혼합적 연구 방법의 데이터 분석은 중학교 교사의 지식 및
숙련도, 동기, 조직 상황에 따른 각각 2 가지 KMO 요인이 존재한다는 것을 입증하여,
두 가지 전제 조건을 갖춘 세 가지 정책적 제언을 이끌어 내었다. 첫 번째 전제 조건은
다문화 학생들의 각 그룹에 대한 적절한 지원을 제공하기 위해 다문화 학생의 범주를
보다 상세한 정의와 특성으로 분류해야 한다는 것이다. 두 번째 전제 조건은 다문화
학생들이 중고등 학교에 입학하기 전에 일정 수준의 한국어 교육 및 한국어 숙련도
평가를 받아야 한다는 것이다. 정책적 제언에서는 첫 번째로 현재 교사 연수 프로그램을
장기간에 걸친 상호 연계된 필수 프로그램으로 개발해야 한다는 것과 두 번째로 시청각
자료를 전문적으로 개발하여 현장 교사들에게 제공하는 것, 마지막으로 개별 학교
교사들에게 교사 간의 공유 및 교류에 더 많은 관심을 기울일 수 있는 단위 학교 수준의
보상 및 표창 등을 수여 할 것 등을 권고한다. 이 연구는 정책적 제언의 효과를
모니터링하기 위한 평가 체계로 마무리된다.

키워드: 다문화 교육, 다양성, 교육 형평성, 교사 교육, 교사 연수, 한국
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 7

Table of Contents
Dedication………………………………………………………………………………………… 2

Acknowledgements………………………………………………………………………….......... 3

Abstract………………………………............................................................................................ 5

Korean Abstract……………………............................................................................................... 6

List of Tables................................................................................................................................. 10

List of Figures................................................................................................................................ 12

CHAPTER ONE: INTRODUCTION............................................................................................14
Introduction and the Problem of Practice................................................................................ 14
Organizational Context and Mission....................................................................................... 16
Organizational Performance Status and Need......................................................................... 19
Related Literature.................................................................................................................... 20
Demographic Changes in Korea........................................................................................ 20
The Importance of the Role of Secondary Education in Korea......................................... 22
Multiculturalism in Other Asian Countries........................................................................24
Importance of the Organizational Innovation.......................................................................... 27
Organizational Performance Goal........................................................................................... .28
Description of Stakeholder Groups.......................................................................................... 28
Stakeholder Performance Goals.............................................................................................. .29
Stakeholder Group for the Study............................................................................................. 30
Purpose of the Project and Questions...................................................................................... 31
Methodological Framework..................................................................................................... 31
Definitions................................................................................................................................32
Organization of the Study........................................................................................................ 32

CHAPTER TWO: REVIEW OF THE LITERATURE................................................................. 34
Influences on the Problem of Practice..................................................................................... 34
Ethnic Diversity and Multiculturalism in Korea...................................................................... 35
Multiculturalism in Korea.................................................................................................. 36
Multicultural Education in Korea...................................................................................... 38
Multiethnic Students in Korea........................................................................................... 40
Professional Development for Secondary School Teachers.................................................... 45
Teacher Education in Korea............................................................................................... 45
Teachers’ Self-Efficacy..................................................................................................... 48
Role of the Stakeholder Group of Focus..................................................................................49
Clark and Estes Gap Analytic Conceptual Framework........................................................... 50
Stakeholder Knowledge, Motivation, and Organizational Influences..................................... 50
Knowledge and Skills........................................................................................................ 50
Motivation.......................................................................................................................... 55
Organizational Culture....................................................................................................... 59
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 8

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and the
Organizational Context............................................................................................................ 65
Summary.................................................................................................................................. 68

CHAPTER THREE: METHODS.................................................................................................. 70
Purpose of the Project and Questions...................................................................................... 70
Participating Stakeholders....................................................................................................... 70
Document Analysis Criteria and Rationale....................................................................... 72
Document Analysis Strategy and Rationale...................................................................... 73
Interview Sampling Criteria and Rationale....................................................................... 74
Interview Sampling (Recruitment) Strategy and Rationale............................................... 74
Survey Sampling Criteria and Rationale............................................................................75
Survey Sampling (Recruitment) Strategy and Rationale................................................... 75
Explanation of Choices...................................................................................................... 76
Data Collection and Instrumentation....................................................................................... 79
Qualitative Data Collection and Instrumentation.................................................................... 80
Document Analysis............................................................................................................ 81
Interviews........................................................................................................................... 82
Quantitative Data Collection and Instrumentation.................................................................. 83
Survey................................................................................................................................ 84
Data Analysis........................................................................................................................... 87
Credibility and Trustworthiness............................................................................................... 88
Validity and Reliability............................................................................................................ 90
Ethics........................................................................................................................................90
Limitations and Delimitations..................................................................................................93

CHAPTER FOUR: RESULTS AND FINDINGS......................................................................... 95
Analyzed Documents............................................................................................................... 95
Participating Stakeholders for Interviews and Surveys........................................................... 97
Interview............................................................................................................................ 97
Survey................................................................................................................................ 99
Results and Findings................................................................................................................ 99
Knowledge Results and Findings.....................................................................................100
Motivation Results and Findings..................................................................................... 111
Organizational Results and Findings............................................................................... 125
Synthesis................................................................................................................................ 163

CHAPTER FIVE: RECOMMENDATIONS...............................................................................164
Introduction and Overview.................................................................................................... 164
Recommendations for Practice to Address KMO Influences................................................ 164
Prerequisites for Recommendations................................................................................ 164
Knowledge Recommendations........................................................................................ 165
Motivation Recommendations......................................................................................... 169
Organization Recommendations...................................................................................... 172
Integrated Implementation and Evaluation Plan.................................................................... 177
Implementation and Evaluation Framework.................................................................... 177
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 9

Organizational Purpose, Need, and Expectations............................................................ 178
Level 4: Results and Leading Indicators.......................................................................... 179
Level 3: Behavior............................................................................................................. 181
Level 2: Learning............................................................................................................. 185
Level 1: Reaction............................................................................................................. 189
Evaluation Tools.............................................................................................................. 190
Data Analysis and Reporting........................................................................................... 192
Summary.......................................................................................................................... 194
Strengths and Weaknesses of the Approach.......................................................................... 195
Limitations and Delimitations................................................................................................196
Future Research..................................................................................................................... 196

Conclusion................................................................................................................................... 197

References.................................................................................................................................... 199

Appendices................................................................................................................................... 213
Appendix A: Interview Protocol (English)............................................................................ 213
Appendix B: Interview Protocol (Korean)............................................................................. 217
Appendix C: Survey Items (English & Korean) ................................................................... 221
Appendix D: Survey Results from Grace Middle School...................................................... 227
Appendix E: Survey Results from Heritage Middle School.................................................. 235
Appendix F: Multicultural Education Teacher Training Session Evaluation English........... 243
Appendix G: Multicultural Education Teacher Training Session Evaluation Korean............244
Appendix H: Multicultural Education Teacher Training Program Evaluation English.........245
Appendix I: Multicultural Education Teacher Training Program Evaluation Korean.......... 246
Appendix J: Delayed Feedback on Multicultural Education Teacher Training English....... 247
Appendix K: Delayed Feedback on Multicultural Education Teacher Training Korean...... 249

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 10

List of Tables

Table 1. Organizational Mission, Global Goal, and Stakeholder Performance Goal.......... 28

Table 2. The Multicultural Education Program in Middle School...................................... 38

Table 3. The Process of Increasing Number of Multiethnic Students................................. 39

Table 4. The Current State of Multiethnic Students by the Scales of Cities........................41

Table 5. The 60-Hour Training Program for Regular Teachers at NIME........................... 45

Table 6. Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis... 54

Table 7. Motivational Influences and Assessments for Motivation Gap Analysis.............. 58

Table 8. Organizational Influences for Organizational Gap Analysis................................. 63

Table 9. Sampling Strategy.................................................................................................. 78

Table 10. Examples from the Survey Items........................................................................... 84

Table 11. Sampling Strategy and Timeline............................................................................ 87

Table 12. Description of the Documents Used in the Research............................................. 95

Table 13. Description of the Interview Participants and Tools..............................................96

Table 14. Description of the Survey Participants and Tools.................................................. 98

Table 15. The Number of Teacher Guidebooks from Each Organization........................... 142

Table 16. Search Results from KINDS................................................................................ 155

Table 17. Survey Responses to Effective Strategies for Teaching Multiethnic Students at
Grace Middle School........................................................................................... 157

Table 18. Survey Responses to Effective Strategies for Teaching Multiethnic Students at
Heritage Middle School....................................................................................... 158

Table 19. Summary of Knowledge Influences and Recommendations............................... 165

Table 20. Summary of Motivation Influences and Recommendations................................ 169

Table 21. Summary of Organization Influences and Recommendations............................. 172

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 11

Table 22. Outcomes, Metrics, and Methods for External and Internal Outcomes............... 179

Table 23. Critical Behaviors, Metrics, Methods, and Timing for Evaluation......................181

Table 24. Required Drivers to Support Critical Behaviors.................................................. 182

Table 25. Evaluation of the Components of Learning for the Program............................... 187

Table 26. Components to Measure Reactions to the Program............................................. 188
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 12

List of Figures

Figure 1. The map of networking among institutions for implementing multicultural
education................................................................................................................ 17

Figure 2. Five domains for promoting multicultural education............................................ 17

Figure 3. The percentage of multiethnic students in accordance with their parent’s
nationality.............................................................................................................. 20

Figure 4. Education and class inheritance through the ages in Korea................................... 21

Figure 5. The conceptual framework with all KMO influences............................................ 65

Figure 6. Survey responses to recognizing the importance of multicultural education in
Korean society from Grace and Heritage Middles Schools................................. 100

Figure 7. Survey responses to years of teaching multiethnic students in Grace and Heritage
Middles Schools................................................................................................... 102

Figure 8. Survey responses to teachers’ competency of teaching multicultural topics in
Grace and Heritage Middles Schools................................................................... 103

Figure 9. Survey responses to teachers’ competency of supporting multiethnic students in
Grace and Heritage Middles Schools................................................................... 107

Figure 10. Survey responses to recognition of the importance to teach multicultural
education for Korean students in Grace and Heritage Middles Schools............. 111

Figure 11. Survey responses to recognition of the importance to teach multicultural
education for multiethnic students in Grace and Heritage Middles Schools....... 112

Figure 12. Survey responses to teachers’ allotting time for teaching diversity in class at
Grace and Heritage Middles Schools................................................................... 113

Figure 13. Survey responses to teachers’ priorities in secondary education at Grace and
Heritage Middles Schools.................................................................................... 115

Figure 14. Survey responses to academic difficulties for multiethnic students in teachers’
perspectives at Grace and Heritage Middles Schools.......................................... 116

Figure 15. Survey responses to teachers in need of additional resources at Grace and
Heritage Middles Schools.................................................................................... 117

Figure 16. Survey responses to average hours of taking teachers training pertinent to
multicultural education at Grace and Heritage Middles Schools.........................118
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 13

Figure 17. Survey responses to teachers’ competency of providing social support for
multiethnic students at Grace and Heritage Middles Schools............................. 122

Figure 18. Survey responses to teachers’ competency of teaching both Korean and
multiethnic students in one class at Grace and Heritage Middles Schools......... 122

Figure 19. Survey responses to teachers’ awareness of discrimination of multiethnic students
at Grace and Heritage Middles Schools.............................................................. 136

Figure 20. Survey responses to general understanding of multicultural education in Grace
and Heritage Middles Schools............................................................................. 137

Figure 21. Survey responses to participating in pre-service training programs for teachers in
Grace and Heritage Middles Schools.................................................................. 147

Figure 22. Survey responses to usefulness of in-service training programs for teachers in
Grace and Heritage Middles Schools.................................................................. 147

Figure 23. The New World Kirkpatrick Model..................................................................... 177

Figure 24. Possible evaluation report format........................................................................ 192
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 14

CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
Seoul, South Korea (Korea), while having a long history made up of one ethnicity, which
represents having one “pure [Korean] blood” (United Nations, 2007, p. 3), has become one of the
most dynamic metropolitan cities in the world (Andrew, 2010; Chang, 2015; Lim, 2009). With a
growing population that includes a number of mixed ethnic individuals, Korea is becoming more
diverse in addition to its native Koreans (Koreans). However, research shows it is challenging
for children who have different skin colors and cultures including diet, clothing, and lifestyles, to
be considered as an accepted member of society (Lim, 2009; Oh & Park, 2018; Park & Park,
2014). According to the Organization for Economic Cooperation and Development (OECD,
2010), it is easy to find cases of continuing disparities in scholastic achievement between
immigrant students and their native peers in many countries. As academic topics and subjects
become more complex and diverse, multiethnic adolescents in secondary education systems
exhibit many difficulties, such as low academic achievements (Goo, Oh, Yi, & Chang, 2014; Oh
& Park, 2018) and identity crisis (Cho, Kim, Park, & Park, 2011; Mo, 2009; Ryoo, Kim, & Lee,
2016). In Korea, this research explored the ways to resolve growing multicultural education-
related issues in educational settings by promoting teachers’ knowledge and skills needed to
meet the needs of multiethnic students in secondary education.
Korean society has become ethnically and culturally diverse since the 1990s, and made a
great turning point in mid-2007 due to a growing emphasis on globalization by the government
(Andrew, 2010; Kim, 2014). After implementing various policies promoting international
marriages and welcoming labor-related immigrants and temporary foreign workers, the number
of multiethnic children has increased in Korea (Tanghe, 2016). In contrast with the increasing
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 15

number of multicultural families, Koreans’ mindsets have not been ready to face society
becoming ethnically and culturally diverse (Chang, 2015; Olneck, 2011; Tanghe, 2016).
According to Kim, Kang, and Lee (2014), Koreans would rather “remain a homogenous country”
(p. 9). Recent reports show that the discrimination and aversion toward various minorities,
including ethnic minorities, lesbian, gay, bisexual, transgender, queer (LGBTQ) groups, and
multiethnic students have become worse as society grows more diverse (Byun & KBS
Newsroom, 2018), as United Nation (UN, 2007) recognized. Moreover, there is a rise of
xenophobia, the fear and distrust of that which is perceived to be foreign, even among the
education practitioners (Moon, 2015; Son & Lee, 2013) because of Korea’s extreme
ethnonationalism and lack of tolerance for diversity (Lim, 2009; Watson, 2012). Recognizing
the importance of the issue pertinent to multiculturalism, particularly in education in Korea, this
study aims 1) to observe issues in the education practice pertinent to multiculturalism and
multiethnic students, 2) to analyze the gaps between the needs and the current multicultural
education policies, and 3) to make practical recommendations for secondary school teachers to
mitigate conflicts and increase the inclusive mindsets among all students.
Lack of understanding diversity becomes worse in educational institutions when
multiethnic students step into the social system for the first time. Most teachers are not ready to
teach multicultural education and support multiethnic students since they hardly learned about
diversity in their own training (Hong & Min, 2015). As a result, multiethnic students fall behind
in learning during their secondary education experience (Goo et al., 2014; Jang, 2015; Mo,
2009). In Korea, higher education is considered a mandatory qualification to be successful in
society (Lee, 2001). Since education has been the most essential and vital qualification to
achieve social success in Korea, it is crucial for all students to enter secondary education where
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 16

the path to higher education begins (Hwang & Jung, 2016; Kim, 2015; Kwon, Lee, & Chang,
2018). Although secondary education is an essential stepping stone in education, the number of
multiethnic students enrolling in middle and high schools is significantly less than the percentage
of enrolling Korean students. Less than 60% of multiethnic students enroll in middle school and
less than 52% enroll in high school (Jang, 2015). According to the Korean Educational Statistics
Service (KESS, 2018), 94.2% of native Koreans enroll in middle school and 93.7% continue on
to high school. Therefore, it is important to review the meaning of secondary education and
explore the importance of education in Korea.
Additionally, many researchers report most secondary school teachers, curriculums, and
multicultural education-related policies are not adequately prepared to support and teach
multiethnic students (Chang, 2015; Jang, 2015; Un, 2016). According to Jang (2015), secondary
school teachers feel burdened to teach and support multiethnic students since most of the
multiethnic students are categorized into one of the most underachieving groups, while the
contents of textbooks are even disparate from their ethnic, cultural, and family backgrounds.
Therefore, it is crucial for secondary school teachers to improve their understanding of the
importance of ethnic and cultural diversity, as well as their knowledge and skills to teach and
support multiethnic students.
Organizational Context and Mission
The Korean Ministry of Education (MoE) is one of the Korean government organizations
located in Sejong Metropolitan Autonomous City (Sejong City) near Seoul, Korea, where most
government organizations are located. The organization is in charge of overall national
education-related issues. The Korean government maintains a single education policy on a
national scale. The MoE includes a wide range of educational departments and responsibilities
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 17

such as planning the national curriculums for kindergarten to high school (K-12), managing and
evaluating higher education systems, planning education policy, building school and student
welfare, and setting teacher training. The MoE is composed of diverse experts, including
consultants, interest groups, and government officials.
Multicultural education is included in one of the education sectors for marginalized
learner groups who are multiethnic students, students from low socio-economic backgrounds,
students with disabilities, and North Korean defector students. The ultimate goal of the MoE is
to give equal opportunities and hopes for all students. The organization aims to nurture those
who are happy with who they are, and those who are happy when they make others happy (MoE,
2017a).
To elaborate on the organizational goal particularly for multiethnic students, the MoE has
provided localized education supports by expanding the number of regional multicultural support
centers, establishing more multicultural education-centered schools, and reinforcing professional
development programs by the end of 2019.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 18

Figure 1. The map of networking among institutions for implementing multicultural education
(NIME, 2018a). As presented in Figure 1, the National Center for Multicultural Education
(NIME) has been the center for all local and nationwide multicultural education-related issues,
including building the supports for and distributing multicultural education services. As a MoE-
affiliated organization, NIME plays an important role in implementing multicultural policies as it
is required to meet the significant needs of multicultural education in practice.
Figure 2. Five domains for promoting multicultural education (NIME, 2018b). Figure 2
demonstrates how the MoE has established a system providing localized supports to provide
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 19

equal opportunities for all under the broad ranges of the ultimate goal. NIME has specified the
goals in five domains: 1) supporting multicultural education policies; 2) supporting multicultural
education-related (government-lead or joint) business management and operation; 3) supporting
multicultural education-related research and development; 4) providing professional
development training programs; and 5) promoting multicultural mindsets by informing
multicultural education policies. The research focused on reviewing the professional
development training for secondary school teachers, pertinent to their knowledge and skills, to
build diversity inclusive classrooms with multicultural education curriculums. The achievement
of MoE goals, led by NIME in the matter of multicultural education, will be measured by 1)
expanding the multiethnic student-centered customized education support including improving
basic academic skills and career education; 2) reinforcing bilingual education for students living
in Seoul to develop global competence; and 3) bolstering multicultural education and building
collaborative infrastructures, such as local community centers for multicultural education (Seoul
Metropolitan Office of Education, 2017).
Organizational Performance Status and Need
In order to fulfill its mission and make more diversity inclusive classrooms in secondary
education, it is imperative to provide more developed teacher training programs for all secondary
school teachers. Secondary school teachers’ self-efficacy is significantly low to teach and
support multiethnic students in class (Lee & Choi, 2016; Park, Chu, & Martin, 2016; So, 2018).
According to Kim (2015), it is difficult for secondary school teachers to make inclusive
classrooms for both Korean and multiethnic students since the ultimate goal of secondary
education is to strengthen the academic basis to enter colleges. Thus, the organization needs to
improve middle school teachers’ knowledge and motivation to make more appropriate classroom
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 20

environments for both Korean and multiethnic students while giving multiethnic equal learning
opportunities.
Related Literature
The MoE has implemented various types of multicultural education policies for
approximately three decades. However, it still has some obvious limitations in practice since the
implementing agencies are the regional offices of education, which means budgets, human
resources, social, and family backgrounds become remarkably varied depending on regions.
Related literature on the topic uncovered three major topic areas: 1) demographic changes in
Korea; 2) the importance of the role of secondary education in Korea; and 3) comparative studies
in multiculturalism in other Asian countries. Although the literature presented here has been
applied in a variety of contexts, this review focuses primarily on background information for
readers before exploring multicultural education and related topics in later chapters.
Demographic Changes in Korea
There have been demographic changes in Korea. Statistics show rapid changes in ethnic
diversity among non-native Korean children since the beginning of 2000 (Kim, Kang, & Lee,
2014). According to Kim (2014), 제 1 차 다문화 가족 정책 기본 계획 [Che Ilcha
Damunhwa Kajok Kibon Kyehwoek, the First Basic Plan for Immigration Policy], covering
between 2008 to 2012 stood its significant meaning on the first visible presence of multicultural
support centers with various education programs as multiculturalism has viewed as a crisis on
Korea’s long history of unitary identity and culture.
The research demonstrates that notions of ethnocentrism and ethno-nationalism are
inherent in both Korea’s and Korean’s identities, and has been emphasized since the Japanese
colonial era and the struggle to reclaim sovereignty (Moon, 2015). A study commissioned by the
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 21

National Assembly concluded that South Koreans could become naturally extinct around 2750 if
the birth rate were maintained at 1.19 or fewer children per woman (Kwaak, 2014). In fact,
according to the KESS (2018), the birth rate among immigrant mothers is higher than that of
native Korean women, which resulted in the increase of multiethnic students from 109,387 in
2017 to 121,783 in 2018, which is approximately 2.4% among all students. Next, some research
(KESS, 2018; Kim, 2014) shows that Korea has faced internal globalization in ethnicity.

Figure 3. The percentage of multiethnic students in accordance with their parent’s nationality
(KESS, 2018). As show in Figure 3, multiethnic students having multicultural families with one
Korean parent and one parent from another country are composed with about 20 different
countries. Based on the statistics (KESS, 2018), one can expect that Korean family members
will become more diverse, and society will become more complex and diverse with multicultural
families and their offspring. In addition, the influx of the foreign population to Korea has
increased from international marriages for men in rural areas and 3D (dirty, dangerous, and
Japanese
Chinese
Chinese (Korean)
Taiwanese
Mongolian
Filipino
Vietnamese
Thai
Indonesian
Southern Asian
Middle Asian
American
Russian
European
African
Oceanian
ETC
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 22

demeaning) jobs (Moon, 2015). Korea needs foreign/non-native Korean human resources in
various sectors of society due to the natural decrease of population, which will eventually
threaten the nation’s existence (Kwaak, 2014). Therefore, the research claims that ethnic
diversities in Korea will continuously grow, in both adult and adolescent populations.
The Importance of the Role of Secondary Education in Korea
Education privileges in Korea are no longer considered as a secret; the implication of
having exceptional academic backgrounds means being in the privileged group (Ha, 2005; Seok,
2018). Recently, a “spoon class theory” was examined in Korea, which defines people by the
order of what they were born with and what level of education their parents received (Hwang &
Jung, 2016).

Figure 4. Education and class inheritance through the ages in Korea (Hwang & Jung, 2016). As
shown in Figure 4, the most important criterion of dividing groups is educational backgrounds of
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 23

oneself and their parents. Since both the public and private markets have been excessively
competitive in Korea, inheriting educational backgrounds from one’s parents relates to access to
privileged information, including economic or political information. Once the information gap is
created, it is hard to catch up since the information which each individual has dictates their path
(Nkomo & Al Ariss, 2014). It is no exaggeration to say that power in Korean society is based on
the individual’s education legacy. Therefore, it has been determined by unequal distribution of
chances for building relationship and personal access to own many valued resources and
opportunities in education in Korean society (Stanton-Salazar, 1997).
In Korea, the most competitive market in the education sector is secondary education
because many parents believe preparation for the College Scholastic Aptitude Test (CSAT)
should begin before their children enter a middle school (Korea Educational Broadcasting
System, 2017). The Korean government has been concerned about the immoderate obsession of
public and private education markets with excessive competitions among secondary school
students for the CSAT (Jeon, 2010; Jeon, 2017). As a result, there have been several policies
created to restrain the opening hours of private institutes, prerequisite learning, and mandatory
registration for a regional office of education (Lee, 2001; Shin, 2017). While Korean students
are competing for higher grades, the matriculation rate of multicultural students for elementary
school is about 83.6%; middle school is about 59.3%; and high school is about 51.6% in 2015
(Jang, 2015). On the contrary, according to Jang (2015), about 99% of Korean students
matriculate in elementary and middle school and 99.7% attend high school. The statistics show
that the matriculation rates of multiethnic students significantly drop in secondary education,
meaning they have less chance to enter higher education (Jang, 2015; Seok, 2018). Not entering
a college or university means that students will have minimal opportunities in the job market
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 24

since a university degree is one of the essential components to climb up the social ladder and
gain economic security in Korea (Kim, 2015; Kwon et al., 2018). Since only about 50% of
multiethnic students went to high school and the graduation rate was lower than 50%, only 5.9%
of multiethnic students planned to pursue higher education, which eventually will give them a
chance to fit into the mainstream of Korean society (Ryoo et al., 2016). According to a recent
research study, the reasons for not pursuing higher education were due to economic difficulties
(50%), the need to earn money (25%), and lack motivation to graduate college (25%) (Ryoo et
al., 2016). Therefore, it is crucial to examine current academic circumstances for multiethnic
students in secondary education since multiethnic students, and even their parents, cannot see the
importance of education in Korean society. It is not enough to be successful in Korean society
for multiethnic students to manage imminent economic and social adversities. If they only focus
on solving problems that they are facing now, multiethnic students might stay in the vicious
cycle of poverty, low socioeconomic status, and isolation from society. It is vital to promote the
importance of education among multiethnic students and devise various plans to support them in
reaching the organizational goal of accomplishing educational equity among marginalized
students.
Multiculturalism in Other Asian Countries
The OECD (as cited in Son & Lee, 2013) defines a multicultural country as a society that
has more than 5% of a different ethnic diversity. Different from many western countries, such as
the United States and Canada with over 5% of multiracial populations, a few of the Asian
countries have just started to have a growing number of diverse ethnic groups (Kim, 2014;
Nkomo & Al Ariss, 2014; Tanghe, 2016). This section examines case studies from other Asian
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 25

countries concerning similar social issues with Korea they have experienced regarding
multiculturalism and multicultural education, and how they have dealt with racial diversity.
Japan. According to Lim (2009), Japan shares a similar historic and shared viewpoint of
national identity with Korea. Also, Korea and Japan have a similar ratio and growth of
biracial/foreign populations when both countries entered the beginning of a multicultural society
(Cheon, 2011; Watson, 2012). Influenced by the Western phenomenon, a person’s skin color
(black, white, or non-white) significantly matters in Japan (Russell, 2018). As a result, the
majority of foreign populations with non-white ethnicities becomes vulnerable to racial and
ethnic discrimination in Japan which has the myth of homogeneity (Kim & Oh, 2012).
Consequently, the UN highlighted racism and racial discriminations in Japan, which were first
noticed by Doudou Diene, the Special Rapporteur in 2006 (as cited in Russell, 2018). According
to the report by Diene (as cited in Russell, 2018), Japanese media and the government ignored
racism and ethnic discrimination in Japan, which has hardly changed until now (Russell, 2018).
To manage the issues with the non-Japanese, multicultural education has focused on the
Japanese language, targeting the non-Japanese speaking population with foreign parent(s) or
foreign backgrounds (Cheon, 2011). In Japan, both children who were born and raised but have
a foreign parent in Japan, and children from other countries, are considered as ‘foreign students’
(Cheon, 2011). The umbrella term, foreign students, can create confusion and even prejudice.
There are three different levels of support in the Japanese education system: 1) separate classes
for multiethnic students with a lack of the Japanese language competency; 2) common integrated
classes with native Japanese students; and 3) supplementary classes, such as afterschool
programs (Cheon, 2011). However, almost all educational supports share assimilation strategies
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 26

by focusing on teaching the Japanese language to make non-Japanese people adapt to Japanese
society, which continues racial discrimination in Japan (Russell, 2018).
Taiwan. In comparison to Korea and Japan, Taiwan already had various groups of
aborigines from the Pacific islands and diverse ethnic groups from China before Chinese,
Japanese, Dutch, and Portuguese colonialized the area (Kim & Oh, 2012). The policies related
to multiculturalism in Taiwan are considered as the first democratic movement because it
acknowledged and expanded cultural rights among East Asian countries (Kim & Oh, 2012; Liu
& Lin, 2010). In 1997, the Taiwanese government proclaimed itself to be a multicultural nation
by revising the Taiwanese Constitution to instill the diverse cultural values and to protect
aborigines (Kim & Oh, 2012). Although Taiwan has a slightly different historical background
from Korea, the Confucian cultural context has operated at a similar level of Korea and Japan.
Multicultural education curriculums were implemented in Taiwanese education systems
since 1993 (Liu & Lin, 2010). According to the Council on Education Reform (1995, as cited in
Liu & Lin, 2010), multicultural education in Taiwan focuses on the recognition of individual
values and preferences, and the development of their potentials. Much of Taiwanese
multicultural education is based on promoting intercultural knowledge and fostering
understanding and respect among students (Liu & Lin, 2010). Along with the curriculum,
teacher training programs, research institutions, and other empirical study agencies have
developed (Liu & Lin, 2010). Multicultural education in Taiwan is widely recognized, as it has
inspired various social movements, created local discourse, developed local practices, and
responded to local issues to bring equity in education (Liu & Lin, 2010).
Based on examining Taiwanese and Japanese cases in addition to the Korean social
context, multiculturalism in East Asia can be characterized as favoring white, English-speaking
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 27

migrants over other migrants. Furthermore, multicultural education based on assimilation makes
migrants less motivated to learn the host country’s culture and language, while native people in
each country have discriminative thoughts and cultures embedded in various aspects in society
(Kim & Oh, 2012). Therefore, it is imperative to examine multicultural education and diversity
in educational settings in Korea since other Asian countries have had similar issues.
Importance of the Organizational Innovation
It is essential for the MoE to create more diversity inclusive classes in secondary schools,
as well as develop more professional teacher training programs for a variety of reasons. As
many researchers argue (KESS, 2018; Moon, 2015; Olneck, 2011; Park, 2014; Park et al., 2016),
Korea has become a more multicultural society while the Koreans’ mindset tends to be more
homogenous (Kim et al., 2014). Teachers in public education institutes are the front runners to
teach and support multiethnic students under this social context. However, there is evidence that
teachers lack knowledge and skills on how to prepare and support multiethnic students and build
more diversity inclusive classrooms in practice (Goo et al., 2014; Jang, 2015; Un, 2016). In
addition, hands-on support and training programs for secondary school teachers about
multicultural education in secondary school are scarce, particularly in relation to major subjects
such as Korean language, math, science, social studies, and English (Cho et al., 2011; Mo, 2009).
More important, failure to make more diversity inclusive classrooms, as well as provide more in-
depth specialized professional development programs for secondary school teachers, will lead to
increased disparities between native Korean students and multiethnic students in many ways,
including academic achievements. Therefore, teachers’ roles in multicultural education in Korea
should be discussed and re-considered.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 28

Organizational Performance Goal
By the end of 2019, selective or volunteered secondary school teachers will successfully
implement multicultural curriculums and provide academic supports to multiethnic students by
incorporating knowledge from teacher training programs. The achievement of the goals of the
Seoul Metropolitan Office of Education Multicultural Education Support Center (MESC), under
the Ministry of Education’s governance, will be measured by 1) increasing numbers of
multicultural education-related in-service teacher training programs to foster leads of
multicultural education among teachers; 2) developing various supplementary materials for
major subjects such as Korean language and social studies; and 3) increasing multicultural
education-centered schools, language centers, and learning clinics to support multiethnic
students.
Description of Stakeholder Groups
In this study, there are three stakeholders of multicultural education in Seoul, Korea: 1)
selective secondary school teachers, 2) secondary school students, and 3) the MESC. Currently,
only selective secondary school teachers who are aiming for administrative positions, such as
school principals and head teachers, must take mandatory multicultural training programs
provided by the MoE. They are the main agents of implementing multicultural education in
practice by taking mandatory, basic 15-hour training programs and elective, intensive 30-hour
training programs to promote their understanding of multicultural education, encourage
intercultural sensitivity among their teachers, and create more diversity inclusive classrooms.
The selective teachers play a vital role in achieving the organizational performance goals since
they are the forerunners of applying multicultural education policies in practice.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 29

Second, multiethnic middle school students are considered the primary beneficiaries of
multicultural education, while the regional offices of education implement various multicultural
education policies in practice. Since this research only focused on programs in Seoul, the capital
region, the stakeholder group was limited to the multiethnic students living in Seoul only.
Multiethnic students in Seoul have received Korean language learning classes, basic academic
skill supports, and school counseling to promote their independent learning abilities.
The last stakeholder group is the education administration in the MESC in Seoul. The
education administration will develop supplementary learning materials with essential concepts
for major subjects (Korean language subject and social studies subject first for middle schoolers)
for multiethnic students. Also, the education administration will develop the multicultural
education training programs, textbook contents, supplementary materials, and curriculums for
secondary school teachers in practice. Finally, they will promote cooperation among schools and
local learning clinic centers to support underachieved multiethnic students. There are
approximately 1,000 special schools for all marginalized students with 193 learning clinic
centers nation widely (MoE, 2017c). The education administration is one of the relevant
stakeholder groups in achieving the organizational goals since they support the teachers, as well
as build foundations of multicultural education curriculums by researching student and teacher
needs in practice.
Stakeholder Performance Goals
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
The mission of the Korean Ministry of Education (MoE) is to guarantee the right for learning of all
marginalized students and to provide equal educational opportunities to solve any types of
discriminations.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 30

Organizational Performance Goal
The selective secondary school teachers in Seoul, South Korea: By the end of 2019, selective or
volunteered secondary school teachers will successfully implement multicultural curriculums and
provide academic supports to multiethnic students.
Selective Secondary
School Teachers
By the end of 2019, selective
secondary teachers will receive
basic 15-hour training programs
and intensive 30-hour training
programs to promote their
understanding of multicultural
education.
Multiethnic Students
By the end of 2019, multiethnic
students will receive Korean
language learning classes, basic
academic skill supports, and
school counseling.
Education Administration
By the end of 2019, the
education administration
office in Seoul will develop
multicultural education
training programs, textbook
contents, and supplementary
materials for secondary school
teachers in classroom.

Stakeholder Group for the Study
The stakeholder group in this study is middle school teachers who are in charge of
teaching major subjects and supporting multiethnic students in Seoul. Since middle school is the
beginning of the secondary education, its curriculums ask students to build intensive academic
skills as a stepping stone to higher education (Lee, 2001). According to several research studies,
teaching and supporting multiethnic students are limited in several regions such as Gangseo-gu
and Yongsan-gu in Seoul because of their regional characteristics (MESC, 2017; Kim, 2014;
Park et al., 2016; Tanghe, 2016). Teachers were identified from two schools with high numbers
of multiethnic students in one of those areas. Other scholars claim that other provinces outside
of the capital area have more multiethnic students compared to middle schools in Seoul (Kim,
2014; Park et al., 2016). However, choosing one of the regional sectors within Seoul is
important since they have state-of-the-art educational support systems and abundant resources
(Ha, 2005; Park, 2017). Thus, examining middle schools in Seoul will emphasize gaps in
teachers’ knowledge and skills, multiethnic students’ academic achievements, organizational
resources, and support from regional offices of education.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 31

Purpose of the Project and Questions
The purpose of this research was to conduct a needs analysis of the knowledge and skills,
motivation, and organizational resources necessary to reach the organizational performance
goals. The analysis began by generating a list of possible needs and progressed to examining
these needs systematically to focus on actual or validated needs among secondary school
teachers to teach and support multiethnic students. While a complete needs analysis would focus
on all stakeholders, for practical purposes, the stakeholder of focus in this analysis is all
secondary school teachers.
As such, the following questions guided this study:
1. To what extent is the Ministry of Education meeting its goals to improve teachers’
practical skills in multicultural education in class?
2. What are secondary school teachers’ knowledge and motivation to teach and support
multiethnic students?
3. What is the interaction between organizational culture and context with secondary
school teachers’ knowledge about multiethnic students and teachers’ motivation to
teach and support multiethnic students?
4. What are the recommendations for stakeholders’ practice in the areas of knowledge,
motivation, and organizational resource?
Methodological Framework
Clark and Estes’s (2008) gap analysis was adapted for a needs analysis. Gap analysis is a
systematic analytic method that helps to clarify organizational goals and identify the gap
between the actual performance level and the preferred performance level within an organization
(Clark & Estes, 2008). Assumed knowledge, motivation, and organizational needs will be
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 32

generated based on related literature and personal experience. These needs will be validated by
using a literature review and document analysis, individual interviews, and surveys. Research-
based solutions will be recommended and evaluated comprehensively.
Definitions
Native Korean Students (Korean students): In this study, students born and raised in Korea
whose parents are both Korean-born and raised in Korea were defined as native Korean students.
Multicultural/Multiethnic Students: In Korea, multiracial or multiethnic families are referred to
as multicultural families. There are three major types of multiethnic students in Korea:
multiethnic students, immigrated students, and North Korean defector students. Although the
term, multicultural students, is used more common in Korean journals and articles, multiethnic
will replace the term “multicultural” to include all characteristics created from one’s ethnicity
and characterized by an individual student’s ethnicity such as culture, diet, clothing, historical
perspectives, life cycles, and religion.
Multicultural Teaching Competency: Competency of accepting differences among cultures and
relating the information to build curriculums and make inclusive classrooms.
Organization of the Study
Five chapters are used to organize this study. Chapter One provided the key concepts,
background information, and terminology commonly found in a discussion about multicultural
education in Korea. The organization’s mission, goals, and stakeholders, as well as the initial
concepts of gap analysis adapted to a needs analysis, were introduced. Chapter Two provides a
review of the current literature surrounding the scope of the study. Topics of multiculturalism,
government policies regarding multicultural education, teacher training programs offered by the
MoE in Korea, and teachers’ self-efficacy concerning teaching and supporting multiethnic
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 33

students will be addressed. Chapter Three details the assumed needs for this study, as well as a
methodology that describes the choice of participants, data collection, and analysis. In Chapter
Four, the data and results are assessed and analyzed. Based on data and literature, Chapter Five
provides solutions for addressing the needs and closing the performance gaps, as well as
providing recommendations for an implementation and evaluation plan for the solutions.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 34

CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review will examine the root causes of underlying difficulties and
limitations of teaching and supporting multiethnic students in secondary education practice, as
well as gaps in the implementation of multicultural education in practice and policies. The
review begins with an overview of the literature on multiculturalism, multicultural education,
and multiethnic students in Korea. The literature will present an in-depth discussion of the
definitions of national identity in the context of multiculturalism in Korea. Next, a review of
professional development for public secondary school teachers provided by the Ministry of
Education (MoE) will be explored. This section also includes current research on teachers’
knowledge and skills of teaching and supporting multiethnic students, teachers’ self-efficacy,
teacher preparation, and professional development practices of multiethnic education in Korea.
Finally, comparative case studies will be presented from other countries in relation to
multiculturalism and multicultural education. Following the general research literature, the
review will detail the Clark and Estes’s (2008) Gap Analytic Conceptual Framework and the
knowledge, motivation, and organizational (KMO) influences on teachers’ abilities to manage
and implement multiethnic education in Korea.
Influences on the Problem of Practice
This section provides related influences on teaching multicultural education and
supporting multiethnic students in secondary education in Korea. An analysis of the relevant
literature revealed three significant themes: 1) multiculturalism, multicultural education, and
multiethnic students in Korea; 2) professional development for secondary school teachers
pertinent to multicultural education in Korea; and 3) teachers’ self-efficacy. The factors from
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 35

each review contribute to the problem of teaching and supporting multiethnic middle school
students in Korea.
Ethnic Diversity and Multiculturalism in Korea
As the world becomes more globalized in the 21
st
century, most countries have
participated in diverse kinds of international organizations to become a part of the globalized
society based on their geographical locations (i.e., North Atlantic Treaty Organization),
economic status (i.e., Organization for Economic Cooperation and Development), or an
individual as a global citizen in the United Nations. As a result, all citizens are affected by
international economic or political changes and asked to act as a global citizen. However, during
the 1990s in the United States, neo-conservatives considered multiculturalism as an attack on,
not only the nation’s longstanding morality, but also its culture, arguing it sought to reject the
natural/moral law, biblical values, and Christian symbols in America (Schmidt, 1997 as cited in
Kim, 2014).
Similar to the United States, Korea has experienced an influx of migration with more
than two million foreign workers and approximately 154,000 migrant wives from international
marriages immigrating to the country (British Broadcasting Corporation News Korea, 2018;
Korea Immigration Service, 2014). Korea’s demographics have quickly changed, with 4.9 % of
babies born in 2017 considered multiracial. According to recent statistics, there are
approximately 1.5 million foreigners residing nationwide in Korea (Statistics Korea, 2017).
However, a strong emphasis on perceived ethnic homogeneity in Korea complicates the issue:
current education programs struggle to effectively integrate issues and trend of multiculturalism
into schools. Almost 70 % of middle and high school students reported not receiving any form
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 36

of multicultural education at school (Jeong, 2011). The next section will examine how
multiculturalism has developed in Korea.
Multiculturalism in Korea
In Korea, multiculturalism was forced to emerge because of the increasing number of
immigrant workers and minorities which was originated by foreign invasions in early history and
political strategic plans to keep the pace with globalism recently (Ahn, 2012; Lim, 2009; Tanghe,
2016). However, multiculturalism or biracialism has consistently been viewed negatively based
on the excruciating historical background of Korea, including the Japanese colonial era, the
Korean War, and the American intervention (Lee, 2009 as cited in Watson, 2012). As a result,
multiculturalism in Korea has been more focused on assimilation instead of maintaining minority
heritages and promoting equal opportunities for all (Chang, 2015; Olneck, 2011; Watson, 2012;
Yeo, 2016).
A long history of homogeneous perceptions and mindsets among Koreans cause
discriminations and conflicts among races. The United Nation (UN) recognizes the emphasis of
homogeneity in Korea, which can be an obstacle to the promotion of ethnic diversity (UN
Committee on the Elimination of Racial Discrimination, 2007). The Committee comments that
concepts such as pure blood versus mixed-bloods in Korea may (un)intentionally lead to
intolerance and discrimination upon ethnic diversity in Korean society. As evidenced by this,
recent findings show most multiculturalism policies are based on naturalization to the Korean
language and culture: naturalization programs (54.4%), experiencing the Korean culture (16.1%),
promoting inter-cultural understanding (14.4%), experiencing cultural programs targeting
Koreas, and alleviating homesickness (2.1%) (Kim, Kang, & Lee, 2014).
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 37

Koreans believe themselves to be ethnically homogeneous, and the distinctiveness and
superiority of Korean culture constituted a prevailing ethnic nationalism (Olneck, 2011). The
presence of migrant workers and the growth of their communities are center to the challenges
multiculturalism faces in Korea, yet policies related to multicultural education take little account
of migrant workers, their children, and multiethnic children who were born and raised in Korea
(Olneck, 2011). Research shows that Koreans have biased attitudes and discriminative
perspectives on specific ethnicities, positive or negative, which will eventually bring various
issues to the forefront with the expected influx of diverse foreign populations to the area
(Andrew, 2010).
Multiculturalism in Korea has institutionalized and integrated with academia since the
legislation of the First Basic Plan for Immigration Policy (the First Basic Plan) by the
government from 2008 to 2012 (Ahn, 2012). According to Kim (2014), the most valuable
achievement of the First Basic Plan, established in 2009, was to build approximately 700 local
multicultural supporting centers including Korean language programs, social welfare services,
and cultural experiences. The Second Basic Plan for Immigration Policy (the Second Basic
Plan), which covered the period from 2012 to 2017, made improvements to close the gaps among
Koreans and immigrants, and establish equality among all ethnicity. Although the government
has established diverse plans, Olneck (2011) issued a concern that the limitation of Korean
multiculturalism will continue to minoritize multiethnic people unless promoting tolerance was
included in multiculturalism education. Furthermore, Park and Park (2014) claim the policies
still dominantly focus on assimilation-centered education and define multiethnic students as a
potential problem. Yet, multiculturalism discourse in Korea does not reflect the concept of
diversity; rather it only defines multiculturalism as cultural diversity (Ahn, 2012), which
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 38

aggravates the concept of “real” Korean and “lesser” Korean (Watson, 2012, p. 109). Therefore,
it is not enough to promote multiethnic friendly culture and/or build knowledge about
multiethnicity because people lack knowledge and understanding about the nature and properties
of multiculturalism in Korea (Andrew, 2010). It is evident that there will be conflicts among the
growing multiethnic Korean population and the traditional native Koreans in the near future.
Multicultural Education in Korea
As Korea enters the phase of becoming a multicultural society, Korean students have
been asked to foster their global perspectives, inclusive of their attitude, through multicultural
education (Yuk & Cho, 2016). Multicultural education has been initiated and promoted by the
central and local government (Yeo, 2016). With this top-down political approach, teachers feel
obligated to teach multicultural education rather than learning and promoting it autonomously.
Before 2009, under the First Basic Plan, most of multicultural education in Korea focused
on assimilation and targeted only multicultural families and multiethnic students to make them
enter the mainstream Korean culture. At the time, the government viewed multicultural families
only as beneficiaries of various types of government supports, and multiethnic students have
been considered as (potential) “problematic children” (Watson, 2012, p. 100). As a result,
multicultural education has focused on supporting multicultural families as they enter Korean
society by familiarizing themselves with Korean culture while abandoning their cultural heritage
(Lim, 2009; Park & Park, 2014; Tanghe, 2016; Yeo, 2016).
Recently, some research (Cho et al., 2011; Un, 2016) reports that the MoE developed
content including understanding and respecting other cultures as one of the learning objectives
inserted in some textbooks. However, the general understanding of diversity and receptive
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 39

attitudes among Korean students and teachers do not meet the global average as outlined in
international comparative studies (Un, 2016).
Table 2
The Multicultural Education Program in Middle School
중학교
2009 년도 2010 년도
빈도 % 빈도 %
다문화이해능력증진 25 34.7 26
공동체 의식 함양 3 4.2 9 10.6
언어교육
이중언어교육 1 1.4
11.1
2 2.4
8.5
한국어 교육 7 9.7 6 7.1
문화교육
외국문화 이해교육 2 2.8
16.7
0 0.0.
8.2
한국문화적응교육 10 13.9 7 8.2
자아정체성 강화 6 8.4 7 8.2
학교생활적응(학력신장) 17 23.6 21 24.7
진로
직업
교육
입시관련 교육 0 0.0
1.4
2 2.4
8.3
진로교육 1 1.4 5 5.9
합계 72 85

Middle School
Year 2009 Year 2010
Freq. % Freq. %
Promoting multiculturalism 25 34.7 26
Promoting communal spirit 3 4.2 9 10.6
Language
Education
Bilingual education 1 1.4
11.1
2 2.4
8.5
Korean language education 7 9.7 6 7.1
Cultural
Education
Understanding
foreign cultures
2 2.8
16.7
0 0.0.
8.2
Adjusting to
the Korean culture
10 13.9 7 8.2
Establishing self-identity 6 8.4 7 8.2
School life adaptation
(Promoting academic achievement)
17 23.6 21 24.7
Career
Education
CSAT education 0 0.0
1.4
2 2.4
8.3
Career education 1 1.4 5 5.9
Total 72 85

As seen in Table 2 (Cho et al., 2011, p. 51), the study indicates that multicultural
education in Korea is limited to extracurricular activities, such as learning other subjects
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 40

including music, ethnic cuisine, and cultural experience, rather than implemented in the major
subjects to bring more discussions and applications among teachers and students (Ahn, 2012;
Watson, 2012). Most subjects in the training program are based on building the general
knowledge of multiculturalism rather than providing specific materials and supports pertinent to
classroom activities and topics for teachers. Consequently, multicultural education in Korea
cannot gain critical attention from Korean students if the programs and activities are only
provided as an extracurricular event rather than included in evaluated core subjects. Moreover,
most current multicultural programs are not pragmatic in daily lives (Lee, 2001). Therefore, it is
evident that multicultural education in Korea has certain limits to make Koreans more inclusive
while multiethnic students do not receive proper educational supports.
Multiethnic Students in Korea
Multiethnic students have been considered as (potential) problematic children in Korea.
Education systems can be considered one of the first societal institutions introduced to children.
Thus, it is critical for the Korean government to ensure schools and educators are prepared to
face an increasing number of multiethnic children.
Table 3
The Progress of Increasing Number of Multiethnic Students
(단위: 명)
연도
인원수 2012 2013 2014 2015 2016 2017
다문화가정
학생 수 (A)
46,954 55,780 67,806 82,536 99,186 109,387
전체 학생 수
(B)
6,723,071 6,529,196 6,333,617 6,097,297 5,890,949 5,725,260
다문화가정
학생 비율
(A/B*100)
0.70% 0.88% 1.07% 1.35% 1.68% 1.9%
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 41

(Measurement: Person)
Year
Total number 2012 2013 2014 2015 2016 2017
Number of
multiethnic
students (A)
46,954 55,780 67,806 82,536 99,186 109,387
Total number of
students (B)
6,723,071 6,529,196 6,333,617 6,097,297 5,890,949 5,725,260
Ratio of the
multiethnic
students (A/B*100)
0.70% 0.88% 1.07% 1.35% 1.68% 1.9%

As shown in Table 3 (Oh & Park, 2018, p. 708), the number of multiethnic students has
steadily increased while the number of Korean students has continuously decreased. As of 2017,
multiethnic students occupy about 2% of all students in K-12. Interestingly, multiethnic middle
schoolers in Korea are suffering from certain limitations in education such as low matriculation
rates (Jang, 2015), academic underachievement (Shin et al., 2012), and being considered
outsiders in various educational environments (Kwon et al., 2018). According to one study, the
matriculation rate of multiethnic students in elementary school is 83.6%, 59.3% in middle
school, and 51.6% in high school (Jang, 2015). The study showed a significant drop of
multiethnic students entering secondary education, where paths to higher education start, while
almost 98% of Korean students enter secondary education. Furthermore, multiethnic students
who are categorized in one of the major groups of underachieved and marginalized students
become a considerable burden on local governments and teachers since they are suffering from a
lack of human resources and supplementary classroom resources (Jang, 2015; Park et al., 2016).
The accessibility of various government supports brings a chain of low achieving problems in
academics for multiethnic students living outside of the capital area.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 42

Table 4
The Current State of Multiethnic Students by the Scales of Cities
(단위: 명, %)

초등학교 중학교 고등학교 각종학교
수 비율 수 비율 수 비율 수 비율
지역
규모
전국 73,972 2.8 15,080 1.0 9,816 0.6 318 3.9
대도시 23,670 2.2 4,179 0.8 3,037 0.4 166 3.6
중소도시 25,052 2.2 5,235 0.8 3,700 0.5 140 7.7
읍면지역 23,430 5.4 4,814 2.3 2,900 1.2 12 0.7
도서벽지 1,821 8.4 312 3.0 179 1.6 - -

(Measurement: Person, %)

Elementary
School Middle School High School Other Schools
No. Ratio No. Ratio No. Ratio No. Ratio
Scale
of
Cities
All 73,972 2.8 15,080 1.0 9,816 0.6 318 3.9
Metropolitan 23,670 2.2 4,179 0.8 3,037 0.4 166 3.6
Small &
Medium
25,052 2.2 5,235 0.8 3,700 0.5 140 7.7
Rural 23,430 5.4 4,814 2.3 2,900 1.2 12 0.7
Isolated rural 1,821 8.4 312 3.0 179 1.6 - -

Table 4 (Oh & Park, 2018, p. 709) shows the majority of multiethnic students live in
small, medium-sized, and rural areas. The ratios in Table 4 indicate that multiethnic students in
rural areas lack accessibility to government support systems, good quality educational
environments, and other social aids which are mostly centered in metropolitan cities (Ha, 2005;
Shin et al., 2012). Therefore, a large population of multiethnic students living in suburban/rural
areas face more risks of lower academic achievements by not receiving enough societal and
community supports compared to the average multiethnic students living in urban areas.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 43

The next major issue that multiethnic students face is the use of the Korean language.
According to Goo et al. (2014), learners’ Korean language competencies significantly affects
their academic performance. Throughout all K-12 education systems, the Korean language
competency is the most critical factor for multiethnic students to learn (Cho et al., 2011).
However, studies show that multiethnic students in middle schools are suffering from a lack of
academic Korean language competency for building professional knowledge, and retrieving
background knowledge such as Korean history, geographical knowledge, and scientific terms
(Olneck, 2011; Park et al., 2016; Shin et al., 2012). Secondary school teachers also consider the
low Korean language proficiency of multiethnic students one of the most challenging issues. As
Korean students and multiethnic students take all subjects together in one class, it is hard for
teachers to manage class time explaining specific details only for multiethnic students while
Korean students feel the subject matter is redundant or even boring (Goo et al., 2014; Jang, 2015;
Yuk & Cho, 2016). To alleviate language issues among multiethnic students, teachers were
asked to offer afterschool Korean language and culture classes for multiethnic students from
kindergarten to high school. However, middle school teachers assert that multiethnic students
taking additional Korean language classes get the correction of discriminative perceptions
among students by isolating them (Park et al., 2016; Watson, 2012). Also, taking additional
afterschool classes brings arguments among multicultural families by emphasizing not in the
mainstream or regular domain. This can even result in bullying, discrimination, and malice
among students (Cho et al., 2011).
Finally, several studies emphasize that the sense of belonging, both in society and peer
groups, significantly affects multiethnic students’ academic performances in Korea. Low-
performing multiethnic students feel less involved in their peer groups at school and the
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 44

community, and they feel ostracized from neighbors (Jang, 2015; Park, 2014; Park et al., 2016).
Since students are asked to complete various group activities with most of the subjects in middle
schools, it is necessary for multiethnic students to receive bilateral supports and respect from
their peers. In particular, peer pressure becomes one of the psychological burdens for
multiethnic middle school students, which affects one’s learning at school (Un, 2016; Yuk &
Cho, 2016). However, a survey found that 47% of Korean students were uncertain if they could
be friends with multiethnic students, resulting in more distance, possible bullying, or even
discrimination (Park et al., 2016). Furthermore, reflection from the peer group impacts an
understanding of their ethnic identity and its meaning for multiethnic students (Ghavami,
Fingerhut, Peplau, Grant, & Wittig, 2011). Therefore, it is important for multiethnic students to
have a sense of belonging with their communities and peers to build their identities and increase
their learning abilities.
Various research shows a lack of opportunities and educational limitations for
multiethnic students to move beyond primary to secondary school as observed by the significant
drop in the number of multiethnic students in secondary education. Constant Korean language
support from kindergarten to high school is necessary to guarantee multiethnic learners’ social
participation and academic success. Special or afterschool classes for multiethnic students are
needed as much as multicultural education itself is needed for all students, including for Korean
students to balance different types of diversity education. Also, it is critical for multiethnic
teenagers to have classes to explore and build identities, as well as to bond with their peers and
local communities to achieve academic success. Therefore, it is necessary for multiethnic
students to have some levels of financial or additional academic supports to meet those needs in
class.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 45

Professional Development for Secondary School Teachers
Clark and Estes (2008) define training as any situation where trainees need practice and
corrective feedback to help them achieve goals by acquiring how to knowledge and skills.
Training influences how we organize our professional knowledge. Therefore, it is critical in
education for teachers to receive proper pre-service and in-service training to improve their
knowledge and skills as Korean society has varied its demands in multiculturalism.
Teacher Education in Korea
Teacher training plays a critical role in raising awareness about multiethnic matters
among public school teachers in Korea. There are various types of teacher trainings, most
provided by the regional education offices run by the central government (Hong & Min, 2015).
Studies showed that in-service teacher training programs were not well-developed because of a
lack of urgency, voluntariness, and diverse topics (Hong & Min, 2015; Mo, 2009). In-service
teacher education is enormously affected by education policies since it is based on public
education laws and the ruling party’s policy directions (Mo, 2009). The opinions about the
current professional development programs have grown from the education practitioners to meet
individual teacher’s needs in accordance with their competencies and resources (Mo, 2009).
There are diverse types of mandatory or elective in-service training programs offered by
the MoE for secondary school teachers for improving practical skills or garnering a promotion
(Hong, 2015). However, the National Center for Multicultural Education (NIME) at Seoul
National University (SNU) is the only unified nationwide organization providing multicultural
education related training (Mo, 2009). The current program is elective for regular teachers who
are in charge of multicultural education curriculums or managerial teachers at school. As shown
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 46

in Table 5 (Mo, 2009, pp. 262-263), multicultural teacher training programs are commonly
offered as optional programs for teachers.
Table 5
The 60-Hour Training Program for Regular Teachers at NIME

영역 과목 시수
다문화현상과
정책
다문화현상과 이론 2
한국사회의 소수집단 3
다문화교육 법령 현황과 과제 2
다문화교육 지원정책 2
다문화교육의
개관
다문화교육 입문 2
다문화교육의 교육과정 2
다문화교육과 학교문화 2
다문화시대의 인간 의사소통 2
다문화 교수-학습
다문화 교수-학습 과정안 3
다문화 수업사례와 지도방안 3
다문화교육 프로그램 개발과 활용 3
다문화 한국어 교재활용법 3
다문화가정과
교육현장의 이해
다문화가정 자녀의 생활지도 및 상담 3
다문화교육현장 사례보고 3
외국인 노동자의 실태와 자녀교육 3
결혼이민자 가정의 실태와 자녀교육 3
새터민 가정 청소년의 실태와 교육문제 3
독일의 다문화가정 사례 2
다문화교육 실습
소그룹 워크샵 4
다문화 연극 2
기타
오리엔테이션, 자율 세미나 3
평가, 수료식 5
총계 60
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 47

As seen in Table 5, the current in-service teacher training program only addresses general
knowledge of multiculturalism, multicultural education, and multicultural theories and policies.
The training program hardly provides heuristic knowledge and practical skills for teachers on
how to manage multiethnic students by regions, identifying their characteristics, teaching them
by subjects, cultural differences with diverse examples, and racial issues. Consequently, both
novice and experienced teachers lack adequate training on race and multiculturalism and
Category Subject Hours
Multicultural
phenomenon and
policy
Multicultural phenomenon and theory 2
Minority groups in Korean society 3
Multicultural education related laws and problems 2
Multicultural education supporting policy 2
Introduction to
multicultural
education
Introduction to multicultural education 2
Curriculum for multicultural education 2
Multicultural education and school culture 2
Communication in the multicultural era 2
Multicultural
teaching and
learning
Course plan for multicultural education 3
Cases and methodology 3
Developing and application of multicultural education programs 3
Korean as a second language textbook usage 3
Multicultural
family and
understanding the
education practice
Guiding and counseling multicultural students 3
Reporting the multicultural education examples from the practice 3
Foreign workers and children’s education 3
International marriage and children’s education 3
North Korean adolescent defector ad educational problems 3
Examples from German multicultural family 2
Multicultural
Education
Practice
Small group workshops 4
A play about multiculturalism 2
ETC
Orientation and voluntary seminary 3
Evaluation and completion ceremony 5
Total 60
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 48

practical knowledge and skills for their classes since they lack experience to have multiethnic
students in their classes (Chang, 2015). Teachers’ awareness of multiculturalism is critical in
education practice since they are at the forefront of the matter, as well as having an impact on all
students’ awareness and academic achievements. As a result, the needs of increasing
effectiveness and practicality of current training programs have encouraged teachers to promote
their efficacy (Chang, 2015; Lee & Choi, 2016; Mo, 2009; Tanghe, 2016; Yuk & Cho, 2016).
Furthermore, follow-up training and additional supports after the teacher training should be
included to guarantee the accountability and effectiveness of teacher training. Additionally,
teachers with various ethnic backgrounds are needed to promote diversity in practice. Therefore,
teacher training programs are essential to broaden teachers’ knowledge and skills pertinent to
multicultural education.
Teachers’ Self-Efficacy
Self-efficacy is a belief whether ones make about their ability to perform a given task
linking knowledge and skills to the transfer of training (Bandura, 1982 as cited Grossman &
Salas, 2011). Individuals with high self-efficacy are more confident in their ability to learn and
apply new things. Teachers’ self-efficacy of teaching and supporting multiethnic students plays
a critical role in multicultural education. However, a survey of 82 pre-service teachers in a
national teacher education program in Korea found that while 96% of teachers believed
multicultural education was important or very important, only 20% felt comfortable with the
multiculturalization of Korea (Watson, Park, & Lee, 2011).
According to Park et al. (2016), teachers are much less confident in their ability to
support multiethnic students because of their lack of experience teaching multiethnic students in
classes. The study also reports that teachers who reported having completed some form of
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 49

diversity teaching coursework or professional development showed a significant increase in their
self-efficacy regarding knowledge of how to teach multiethnic students. It is vital for subject
teachers to receive targeted professional development to improve their use of language arts to
implement new strategies in their classrooms (Hong & Min, 2015; Yeo, 2016; Yuk & Cho,
2016). As a result, one can assume that native Korean teachers lack self-efficacy in teaching
diversity and multicultural topics in class. In addition, low self-efficacy among teachers will
negatively impact both native Korean students and multiethnic students. Multiethnic students
will be further burdened by teachers’ low self-efficacy because of their language difficulties,
cultural differences, and low academic achievements. Therefore, professional development and
in-service teacher training programs about diversity are helpful for teachers to build and increase
their self-efficacy to manage race and diversity topics.
Role of the Stakeholder Group of Focus
As shown in the literature review, teachers play an essential role in implementing
multicultural education in practice (Chang, 2015; Lee, 2001; Park, 2014; Tanghe, 2016). The
general duties of an individual teacher are teaching a subject to both multiethnic and Korean
students, evaluating their competency, providing related teaching aids, supporting students in
needs, and keeping liaisons with regional community centers and other public institutions with
special cares and services. Korean parents ask teachers to promote academic activities and
exam-centered subject contents in class so that their children can increase their chances to enter
prestigious high schools (Dailey, 2009). Having general duties and additional pressure from
parents, it seems implausible for all teachers to put their effort and develop knowledge and skills
only for multiethnic students since the majority of their students in class are native Koreans. It is
difficult for secondary school teachers to balance meeting the needs from Korean students and
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 50

parents and organizational goals. The next section will introduce the Clark and Estes’s (2008)
gap analysis frame as it pertains to the stakeholder group and examine their KMO influences.
Clark and Estes Gap Analytic Conceptual Framework
It is crucial to apply a systematic framework to analyze performance before suggesting
changes and solutions for organizations. Clark and Estes (2008) suggest an analytic framework
which can both clarify performance goals and identify gaps between the pursuing goal and the
stakeholder’s actual performance level. If there is an identified gap either in an organization or a
stakeholder group, Clark and Estes’s (2008) framework allows a researcher to examine various
dimensions of KMO influences that may impact performance gaps.
Each element of the Clark and Estes’s (2008) gap analysis is addressed below in terms of
the teachers’ knowledge and skills, motivation, and organizational needs to meet their
performance goals of teaching and supporting multiethnic students. In the first section, the
teachers’ knowledge and skills is explored. Second, the achievement of the teachers’ goals is
examined in the context of motivational influences. Finally, organizational influences on
attainment of the teachers’ goals are discussed. All influences on performance in the context of
knowledge and skills, motivation, and organization are examined through the methodology
discussed in Chapter Three.
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge and Skills
Knowledge and skill improvements are critical to accomplish performance goals and
solve problems (Aguinis & Kraiger, 2009; Clark & Estes, 2008; Krathwohl, 2002). For example,
analyzing performance problems in an organization is necessary to examine what knowledge and
skills influence the ability of teachers to perform and achieve their goals (Rueda, 2011). In
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 51

addition, it is important to determine whether teachers have relevant knowledge and skills to
perform their jobs and achieve goals. Therefore, identifying teachers’ knowledge and skills can
inform the productivity in achieving goals, as well as their engagement of problem solving
(Clark & Estes, 2008).
Rueda (2011) claims that the knowledge dimension can be categorized into four types:
factual, conceptual, procedural, and metacognitive. First, he defines factual knowledge as
specific disciplines, contexts, or domains such as terminology, details, elements, and
understanding functions to solve problems. Rueda (2011) describes conceptual knowledge as
teachers’ understanding of principles to link an overall structure and purpose. The third type of
knowledge dimension is procedural knowledge, which is about how to do something. Procedural
knowledge is about specific and finite skills or techniques to achieve specific goals (Rueda,
2011). If teachers know how to perform their job responsibilities including how to convey their
subject contents related to multicultural education and with learner-centered methods in classes,
they have procedural knowledge. Finally, metacognitive knowledge is an awareness of one’s
cognition or particular cognitive processes. For instance, teachers’ self-awareness of whether
they have the knowledge pertinent to multicultural education, and how they learn is
metacognitive knowledge (Mayer, 2011). While all of four types of knowledge dimensions
contribute to the understanding of the knowledge that teachers need to have to achieve the
organizational goal, this study focused primarily on one factual and two procedural influences
for teachers to teach and support multiethnic students in class.
Knowing the importance of multicultural education in practice. According to the
MoE, multicultural education targeting multiethnic students aims to 1) give equal educational
opportunities to students; 2) remove educational barriers; and 3) make academic evaluation
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 52

formats in secondary education more competition-free (MoE, 2017a). Since multicultural
education has only targeted multiethnic students, teachers in secondary education institutions
tend not to care a lot compared to elementary teachers since their priority is to build students’
academic competency for entering higher education (Lee & Choi, 2016). Consequently, only
teachers in particular regions with an increasing number of multiethnic students pay attention to
multicultural education in practice. Many teachers are aware of the importance of multicultural
education (Park et al., 2016), but they doubt it is beneficial for all students. The teacher’s
understanding results in the low rate of accepting and embracing diversity and multiculturalism
among native Korean students (Tanghe, 2016). Taking a long-term perspective, it is necessary
for teachers to see the core value of multicultural education shifted to a holistic approach for all
students to foster intercultural competency.
Implementing multicultural education in practice. It is now widely acknowledged
that middle school teachers play a critical role to achieve organizational goals, which are about
fostering diversity inclusive classrooms and providing equal opportunity and stakeholder goals.
However, it seems teachers lack understanding and knowledge of how to implement (integrate)
multicultural education curriculums with their teaching subject in class to meet multiethnic
students’ needs within the form of ‘자유학기제 [Chayuhakkije] (Free-learning semester),’
which is based on project-based learning (Kim & Moon, 2015; Shin, Hwang, & Kim, 2015; Yeo,
2016). This means multiethnic students who have low academic achievements have to manage
their learning by themselves while collaborating with Korean students on projects for
evaluations. Moreover, Korean education systems and contents have primarily been centered in
Korean perspectives, which means multiethnic students with different historic, social, and
economical backgrounds will face hardships aligning their knowledge and opinions with subject
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 53

materials. Moreover, the MoE has provided few basic teacher guides or manuals for individual
subject matters (Shin et al., 2015). It will be difficult for both novice and experienced teachers to
gather information and cases from other countries on similar topics and develop their subject
materials with non-biased examples and perspectives by themselves.
In addition, since secondary education puts most of its academic activities and contents in
relation to tests, parents and students still have strong prejudices against extra multicultural
education. In particular, Korean parents believe that the curriculums should include great details
by teachers thoroughly in class to prepare for entering college (Shin & Park, 2015). Teachers are
pushed to focus on test-related academic contents rather than including various outside of
textbook topics and perspectives, which are not directly related to either school tests or CSAT.
Promoting procedural knowledge of how to manage and implement multicultural education in
each subject unit among teachers in secondary education is highly and strategically important for
the success of multicultural education in practice.
Banks (2008) claims students are asked to develop knowledge, skills, and attitudes
enabling them to function in a global society. In the given contexts, researchers recommend
providing more credit courses, theories and practice of multicultural education, and inclusion of
multicultural topics within other courses in the curriculum and pedagogical methods in the
classroom in Korea (Alismail, 2016; Cho et al., 2011). Providing various supports for teachers
requires appropriate supplements and training courses provided for secondary school teachers to
promote their practical skills and knowledge pertinent to multicultural education. Moreover,
since all students become the main agent of building multicultural mindsets inside and outside of
classes in multicultural education, teachers need to design and implement course materials in
ways that promote open-mindedness and inclusiveness by engaging students and incorporating in
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 54

a subject topic with other cultural perspectives (Johnson, Johnson, & Smith, 2007). Therefore,
knowing how to implement multicultural education and integrating it with an individual
teacher’s subject is essential to achieve their goals, as well as to align with organizational goals.
Supporting teachers with long-term professional development with practical supplements
and class materials is indispensable and critical to achieving organizational and stakeholder goals
successfully (Watson, 2012). As well as providing professional development, teachers need
peer-support in a district or regional union to share similar teaching environments, and subject-
specific knowledge and skills pertinent to multicultural education (Yuk & Choi, 2016). Table 6
identifies three knowledge influences that focus on factual and procedural knowledge. These
influences were used to more fully understand how teachers’ knowledge and skills affect the
teachers’ engagement in multicultural education.
Table 6
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The mission of the Korean Ministry of Education (MoE) is to guarantee the right for learning of all
marginalized students; and to provide equal educational opportunities to solve any types of
discriminations.
Organizational Global Goal
By the end of 2019, there will be various types of infrastructures such as regional diversity education
centers, preparatory schools, and multicultural curriculum centered schools including cooperative
linking systems while training teachers as multicultural specialists.
Stakeholder Goal
Selective secondary school teachers: By the end of 2019, selective or volunteered secondary school
teachers will successfully implement multicultural curriculums and provide academic support to
multiethnic students.
Assumed Knowledge Influence Knowledge Type
Teachers need to know about the importance of diversity. Factual
Teachers need to know how to implement diversity topics in class. Procedural
Teachers need to know how to improve multiethnic students’ academic
achievements.
Procedural
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 55

Motivation
According to Clark and Estes (2008), knowledge and motivation are interrelated to affect
people achieving goals. According to Mayer (2011), motivation is defined as an individual’s
internal state which initiates and maintains behavior to achieve goals. If someone is motivated,
he or she engages from the outset of a task to achieve desired outcomes. Motivational factors
should be examined since they will drive teachers internally to achieve the stakeholder goals
successfully in their classes. There are three common indicators of motivational factors: active
choice, persistence, and (mental) effort (Clark & Estes, 2008; Mayer, 2011; Rueda, 2011).
Active choice as a motivational indicator means that individuals make a choice to pursue a goal
actively. The opposite of active choice can be procrastinating, delaying, or avoiding. Second,
when someone is engaging in a task and the whole process in its entirety, he or she is persistent
in working toward goal attainment. Finally, mental effort indicates the amount of mental
endeavor put forth when people face novel or unanticipated challenges in order to be successful
(Clark & Estes, 2008). In addition to motivational indicators, there are various motivational
theories to analyze and promote an individual’s motivation. In this study, expectancy-value
theory and attribution theory were examined to promote teachers’ motivation for teaching and
supporting multiethnic students.
Expectancy-value theory. Schunk (2012) summarizes expectancy-value theory as one’s
behavior depending on his or her expectancy of attaining particular outcomes as a consequence
of performing behaviors based on how much the outcome is valued. There are four categories of
values in this theory: 1) attainment (importance) value; 2) intrinsic value; 3) utility value; and 4)
cost value. Rueda (2011) describes attainment value as an individual’s recognition of the
importance of a certain task and doing well on the task. If a teacher recognizes teaching and
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 56

supporting multiethnic students as important in education, he or she is more likely to achieve the
stakeholder goal by having attainment value in it. Second, Rueda (2011) notes that intrinsic
value refers to one’s intrinsic enjoyment or personal interest in a task. Next, utility value
examines how useful an individual believes a task or activity is to achieving future goals (Rueda,
2011; Schunk, 2012). In the case of teaching and supporting multiethnic students, if teachers
believe multicultural topics will be beneficial for all students to be competitive and happy living
in globalized Korean society, they have utility value to accomplish their goals. In this sense,
utility value for teachers implementing multicultural education in secondary education in Korea
is beneficial for promoting middle school teachers’ motivation to teach multicultural education
and support multiethnic students in practice. Finally, cost value is one’s perception of a task in
terms of time and effort needed to put forth to reach the goal.
Recognizing the value of multicultural education. The stakeholder goal for selective
secondary school teachers is to implement multicultural curriculums and provide support for
multiethnic students successfully by the end of 2019, which is an important foundation for
achieving organizational goals. Even though this is a government-driven educational policy,
only selective or volunteered secondary school teachers are asked to adopt multicultural
curriculums in class since it depends on the needs of regional offices of education. Regional
offices are in charge of decision-making processes concerning the implementation of strong
multicultural education for all schools or only selective schools with a greater number of
multiethnic students (Lee & Choi, 2016; Shin et al., 2012). Consequently, many regional offices
only ask certain schools in their district to immerse multicultural education in their curriculums
while teachers in other schools focus on teaching intensive academic materials. As a result,
overall secondary school teachers might lack utility value to implement multicultural education
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 57

in class since they have many types of obligations, while students’ academic achievements will
be measured based on the subject materials in traditional test forms. For example, some of the
teachers’ roles are to make all students participate in class activities actively and autonomously
(Kim & Moon, 2015), complete individual student’s academic and activity records (Kim &
Moon, 2015; Shin & Park, 2015), do administrative school work (Shin et al., 2015), and meet the
government annual standards of mandatory qualifications. Teachers’ personal and professional
values are not adequately motivated to teach and support multiethnic students, who are mostly
underachieving, while fulfilling the duties of existing tasks because either they do not recognize
the importance of multicultural education or they cannot afford to put their effort on materials
not being tested (Eccles & Wigfield, 2002). Therefore, it is difficult for teachers to motivate
themselves with the value of implementing multicultural education in class, as well as teaching
and supporting multiethnic students.
Attribution theory. Rueda (2011) describes attribution as the degree of control people
have in affecting outcomes and their beliefs about the reasons for success or failure at a task.
Attribution can be categorized into the three dimensions of stability, locus, and control (Wiener,
2005). Stability in the theory means one’s belief whether his or her attributions are temporary or
permanent. For instance, low-achieving learners usually believe that they are not smart enough
to understand or fulfill a task, which is attributed to a permanent condition of the learners. On
the contrary, if a task is unstable, that means it would be more flexible to change influential
factors expecting different outcomes (Rueda, 2011). Second, locus in attribution theory is about
whether someone views the outcomes of an event are a result of internal or external factors. In
the sense of locus, internal factors are controllable while external causes are uncontrollable
(Clark & Estes, 2008; Rueda, 2011; Schunk, 2012). In the matter of locus, research shows there
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 58

are internal and external influences for teachers in secondary education to achieve stakeholder
goals (Shin & Park, 2015).
Teachers’ beliefs in multicultural education. Koreans have been proud of the
homogeneity of their race, language, and culture for thousands of years. Accepting the concept
of multiculturalism might be challenging for many of Koreans. Korean society asks education to
play a key role in fostering the value of diversity (Yeo, 2016). Hence, it is crucial that teachers
believe in the necessity of diversity and the role of multicultural education since teachers’ beliefs
will significantly influence their perceptions and behaviors in the classroom, as well as their
students (Yeo, 2016). Harris and Bensimon (2007) assert that people who are mindful of equity
are far more likely to understand the beliefs, expectations, and behaviors of individuals’
influences. Therefore, teachers’ belief plays an important role to support underrepresented
multiethnic students. According to researchers (Park et al., 2016; Tanghe, 2016; Yeo, 2016),
Korean teachers believe that multicultural education is important for students, but most of
teachers either lack trust in the government policies pertinent to multicultural education (Cho et
al., 2011) or value Korean culture more (Chang, 2015; Park et al., 2016). Additionally, some
researchers note that teachers having little information about multicultural policies and training
programs are asked to promote more internal advertisement and information (Park & Park, 2014;
Yuk & Cho, 2016). Therefore, Korean teachers’ lack of beliefs that multicultural education is
essential for all students including Koreans would limit the diversity education in classrooms.
Table 7 identifies three motivational influences that will be used to more fully understand how
motivation affects the teachers’ engagement in teaching and supporting multiethnic students.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 59

Table 7
Motivational Influences and Assessments for Motivation Gap Analysis

Organizational Culture
Organizational culture is one of the key elements of success needed to accomplish
performance goals and how to solve problems (Clark & Estes, 2008; Kezar, 2001; Schein, 2017;
Schneider, Brief, & Guzzo, 1996). For example, analyzing performance problems in an
organization is necessary to examine what knowledge, motivation, and organizational culture
influence the ability of teachers to perform and achieve their goals (Rueda, 2011). In addition, it
is important to determine whether the MoE has built organizational cultures where teachers have
relevant knowledge and skills to perform their jobs and achieve goals. Identifying an
organizational culture informs not only the productivity of the stakeholder groups’ engagement
of problem solving, but also their actual goal achievements (Clark & Estes, 2008).
Schein (2017) claims that culture is shared values in a specific group. It is something that
survives for the organization’s foundation even when some of the key members depart from the
organization. Since culture is rooted in an organization, radical changes including core
modifications or deep cultural changes are unlikely to occur without alterations of fundamental
Assumed Motivation Influences Motivation Type
Teachers need to see the value in implementing diversity
curriculums for students.
Utility Value
Teachers should feel that their lack of knowledge and skills about
multicultural education are due to limitations of existing
curriculums and resources rather than their lack of motivation and
ability.
Attributions
(internal, uncontrollable, stable)
Teachers are confident enough to deal with diversity matters in
academic situations and to teach and support multiethnic students
academically.
Self-efficacy
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 60

beliefs of group members (Kezar, 2001). An organizational culture is difficult to change since it
conveys meaning and predictability of an organization (Schein, 2017).
Organizational culture can be differentiated between cultural models and cultural
settings. Rueda (2011) explains that a cultural model is when the specific group members share
mental schema or normative understanding of how the world works, or ought to work in an
organization. Cultural models can be characterized by organizational cultures, business settings,
school traditions, and thinking habits and work logics in a group. On the other hand, cultural
settings are the routines constituting everyday life which give more concrete norms of social
contexts intertwined closely with behavior (Rueda, 2011). Cultural models and cultural settings
influence one another and interactively change over time (Kezar, 2001; Rueda, 2011).
Distinguishing between cultural models and cultural settings will be more helpful for an
organization to solve problems, make changes effectively, and achieve organizational goals.
Cultural model influences. Schein (2017) asserts that a culture influences every aspect
of how an organization manages its primary purposes with various organizational environments.
A cultural model focuses on a leader’s ability to implement changes to individuals throughout
the organization (Kezar, 2001). According to Kezar (2001), a cultural model plays a vital role in
apply changes to organizations by integrating with existing institutional cultural and climate.
One of the substantial goals of the MoE is to guarantee the right for learning of all marginalized
students and to provide equal educational opportunities to solve any types of discriminations
(MoE, 2017b). As Korea becomes a more ethnic, religious, and culturally diverse society with a
rapidly increasing number of the multiethnic population, education is asked to change to promote
openness of differences (MoE, 2017b). Case (2012) suggests that it is important for the
privileged groups to raise awareness of racism and discriminative situations in reality by self-
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 61

evaluation and recognition. Some researchers assert that teachers are frontrunners in raising
awareness of diversity and acceptance in children (Olneck, 2011; Park, 2014; Tanghe, 2016).
Teachers’ awareness in matters of diversity will be a significant starting point in education to
resolve conflicts and problems in education caused by ethnic diversity (Alismail, 2016).
Therefore, it is important for principals and vice principals to share and foster the culture of
supporting teachers at school so that teachers can be comfortable with implementing diversity
inclusive topics and activities creatively in classrooms. To successfully achieve the
organizational goals, it is necessary for leaders in each multicultural education secondary school
to share and foster a culture of supporting teachers to implement diversity inclusive topics and
activities in classrooms.
Cultural setting influences. According to several researchers (Jang, 2015; Park, 2014;
Un, 2016), the relationship with teachers is one of the most critical factors for multiethnic
students particularly in secondary schools in Korea. However, teachers feel burdened while
teaching and supporting multiethnic students in their classes with native Korean students for
various reasons.
First, teachers do not know about diverse countries and cultures such as Vietnam, China,
or Japan, where one of the parents of a multiethnic student may be from (Jang, 2015). Since
some of the subject materials tend to convey the native Koreans’ perspectives, teachers may be
embarrassed about the biased contents and discriminative reactions from Korean students (Jang,
2015). As some teachers have limited experience in diverse cultures (Un, 2016), it is absurd to
ask teachers to be well-equipped for their classes while managing 30 to 35 students per class at
one time (Kim & Moon, 2015). Thus, the MoE should provide more information to teachers
with details about major countries that may be connected to multiethnic students.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 62

Second, there are different levels of language barriers between teachers and multiethnic
students in academic settings (Jang, 2015), language and cultural barriers between teachers and
multiethnic parents in academic and daily settings (Cho et al., 2011; Mo, 2009), and cultural and
historical barriers between Korean students and multiethnic students (Kim et al., 2014).
According to Park et al. (2016), one of the major difficulties for teachers is that most of the
multiethnic students do not master the Korean language, particularly academic terms and Korean
historical events, which most Korean students have naturally learned growing up with two
Korean parents. Teachers are asked to explain specific terminology in simple and easy Korean
language for their individual subject to promote multiethnic students’ comprehension (Jang,
2015). In addition, only teachers in some regional areas with a high number of multiethnic
learners are interested in teaching and supporting multiethnic students. The government expects
that there will be more than a 10% increase in multiethnic students among all K-12 population by
2030, meaning teachers will encounter multiethnic students in 1 out of 10 students in Korea
(Moon, 2015). However, the in-service training programs for supporting teachers and
multiethnic students have not been developed since the urgency and necessity of them has not
been critically recognized and those programs depend on teachers’ voluntary participation (Hong
& Min, 2015). It is important for the MoE to improve mandatory professional development
programs on supporting and teaching multiethnic students while related supplements and
classroom materials should become mandatory for teachers to prepare and build their knowledge
and skills in practice (Hong & Min, 2015; Park et al., 2016; Tanghe, 2016).
The second cultural setting influence is closely linked to the aforementioned factor. To
make improvements on teachers’ knowledge on how to implement diversity related curriculums,
supporting teachers with long-term professional development programs critical to achieving
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 63

organizational and stakeholder goals successfully. In addition to providing professional
development, teachers need peer-support in a district or regional union to share similar teaching
environments and subject-specific knowledge and skills (Cho et al., 2011; Jang, 2015).
Currently, a few the several regions such as Ansan city, Gyeonggi-do and Youngdeungpo-gu,
Seoul have significantly high rates of multiethnic students because of their regional features
(industrial areas or inexpensive circumstances) (Statistics Korea, 2017). Consequently, teachers
in those regions encounter several multiethnic problems and conflicts, as well as academic issues
in class. It will be helpful for teachers in specific regions to gather together and share
challenges, class ideas, and methodologies to improve their experience and practical skills
related to diversity issues (Goo et al., 2014). The MoE needs to improve systematic regional and
governmental supports for teachers to help improve multiethnic students’ academic
achievements.
Furthermore, MoE lacks a unified system of tracking multiethnic students’ personal and
academic information among teachers to provide appropriate supports (Mo, 2009; Yuk & Cho,
2016). Despite various controversies, multiethnic related issues have been addressed in various
government departments such as the Ministry of Education, the Ministry of Gender Equality and
Family, and the Ministry of Health and Welfare (Kim et al., 2014). As a result, it is hard for
teachers to access the information related to multiethnic students since the information exists
within various government institutions and there is no system to share the information. It is
important for teachers to have integrated information so that they can give multiethnic students
more diverse opportunities (Goo et al., 2014). The MoE needs to develop a unified system of
tracking multiethnic students for the teachers with family information and academic backgrounds
from previous public education systems (Un, 2016).
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 64

Knowing how to implement diversity curriculums within an individual teacher’s subject
is essential to achieve the stakeholder goal and align with organizational goals. It is important
for the MoE to improve the organizational culture to motivate teachers and provide needed
knowledge and skills for teaching and supporting multiethnic students more effectively. Clark
and Estes (2008) suggest that cultural settings are any situation where people acquire heuristic
knowledge and skills. To amend the current situation, the MoE should build a culture of
awareness, provide more systematic teacher training programs, and implement a unified system
with which to improve and fill the gaps in teachers’ knowledge and skills in the cultural context
of the organization.
Table 8 provides the organizational mission, organizational goal, and information specific
to organizational influences and types. One cultural model influence and two cultural setting
influences were identified gain insight into the organizational influences for the secondary school
teachers teaching multiethnic students.
Table 8
Organizational Influences for Organizational Gap Analysis
Assumed Organizational Influences Culture Type
Secondary schools should share and foster a culture of supporting
teachers to implement diversity inclusive topics and activities in
classrooms.
Cultural Model Influence
The Ministry of Education (MoE) should improve professional
development programs to prepare and build their knowledge and
skills pertinent to multicultural education in class.
Cultural Setting Influence 1
The MoE needs to improve systematic regional and governmental
supports; and create a unified academic tracking system for teachers
to improve multiethnic students’ academic achievements.
Cultural Setting Influence 2

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Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework can be defined as a systematical frame of assumptions,
concepts, beliefs, expectations, and theories to support and scaffold research (Maxwell, 2013).
According to Maxwell (2013), a function of the conceptual framework is to inform others of a
researcher’s design to help him or her to assess and refine goals, develop realistic and relevant
research questions, suggest proper methods, and identify potential threats to the conclusions. In
addition, a conceptual framework illustrates relationships among interrelated concepts and
provides insights for a researcher collecting data and forming research methodologies (Merriam,
2009).
It is important to figure out the relationships among knowledge, motivation, and
organizational context and cultural influences since they are interdependent. The conceptual
framework will present how all the influences are interwoven within the context of secondary
school teachers in Korea increasing their professional knowledge and skills pertinent to
multiethnic issues in practice to meet the MoE’s diversity goals.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 66

Figure 5. The conceptual framework with all KMO influences. Figure 5 shows the
interrelationships of the KMO influences of the stakeholder group. As shown in the figure, the
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 67

MoE recognizes that equal educational opportunities have not been distributed properly to
marginalized students, such as multiethnic students or students from low socio-economic
backgrounds (MoE, 2017a). The number of multiethnic students has increased up to
approximately 99,000 since the 1990s (MoE, 2017b). In Korea, the meanings of multicultural
family range from recognizing international marriages between Korean national and foreign-born
national to people having different ethnic and cultural backgrounds from Koreans (Tanghe,
2016).
As the number of multiethnic students has increased in public education institutes,
teachers have become the very first professionals who are in charge of looking after multiethnic
students’ learning and teaching in Korea (Tanghe, 2016). However, most teachers in Seoul do
not understand the importance of achieving the knowledge concerning multiethnic students since
most multiethnic students are concentrated in a few capital areas and local regions (Oh & Park,
2018; Park et al., 2016). The matriculation rate drops from 84% for elementary schools to 59%
for middle schools and 51% for high schools when multiethnic students enter the secondary
education systems (Jang, 2015). According to Clark and Estes (2008), motivation can be the
reason for gaps in current performance and the levels required to achieve goals. It is important to
motivate secondary school teachers to improve their diversity knowledge and skill in practice to
meet the organizational goal as shown in Figure 5.
Next, organizational influences should be considered to improve the teachers’ knowledge
and skills. The government-driven in-service teacher training courses do not have mandatory
courses pertinent to diversity for teachers (Tanghe, 2016). To improve teachers’ knowledge and
skills both in general and subject-related diversity issues, professional development programs for
diversity should become mandatory so that teachers can secure their self-efficacy to work with
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 68

multiethnic students in practice (Cho et al., 2011; Jang, 2015; Park et al., 2016). Training
programs with specific topics will increase teachers’ awareness of the necessity of professional
development for diversity, as well as develop diversity knowledge and skills. In addition, a
mentoring program should be developed that pairs senior teachers with junior teachers regionally
to provide more practical support in class and receive more direct guidance (Cho et al., 2011;
Mo, 2009; Yuk & Cho, 2016).
Summary
This chapter highlighted the importance of implementing diversity education in relation
to multiethnic students in secondary education in Korea along with demographic changes. It
provided an extensive overview of Korea’s attempt to increase diversity awareness in education
practice. The challenges of raising awareness of diversity, as well as supporting and motivating
teachers, were also discussed. Recent studies identified existing gaps in teachers’ knowledge
and skills in teaching and managing multiethnic students. The chapter concluded with the
assumed knowledge and skills, motivation, and organizational obstacles that prevent teachers
from teaching and managing multiethnic students in accordance with improving their academic
achievements.
The results of past multiethnic-related studies clearly demonstrate that teachers require
more training on explicit and integrated approaches to teaching and managing multiethnic
students. Teachers also need assistance with linguistics and subject specified resources to help
multiethnic students, as well as to have balanced perspectives and voices on handling diversity
issues in a global context. There must be constant in-service training, resources, and
accumulative changes in practice to allow the Korean education system to be more open-minded
and embrace diversity. Finally, research shows that building regional communities and unified
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 69

systems and making all training mandatory for teachers in K-12 education are vital components
for ensuring teachers have multiethnic students’ information.

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CHAPTER THREE: METHODS
Purpose of the Project and Questions
The purpose of this study was to conduct a needs analysis, a form of gap analysis, in the
areas of knowledge and skill, motivation, and organizational resources necessary to reach the
organizational performance innovation. The study began by generating a list of possible needs
that would produce the intended results. Each need was then systematically examined to
determine actual or validated needs. While a complete needs analysis would focus on all
stakeholders, for practical purposes, the stakeholders for this analysis were the middle school
teachers at multicultural-centered schools located in Seoul, South Korea.
As such, the following questions guided this study:
1. To what extent is the Ministry of Education meeting its goals to improve teachers’
practical skills in multicultural education in class?
2. What are secondary school teachers’ knowledge and motivation to teach and support
multiethnic students?
3. What is the interaction between organizational culture and context with secondary
school teachers’ knowledge about multiethnic students and teachers’ motivation to
teach and support multiethnic students?
4. What are the recommendations for stakeholders’ practice in the areas of knowledge,
motivation, and organizational resource?
Participating Stakeholders
The stakeholder groups in this study were middle school teachers who were in charge of
teaching subjects and supporting multiethnic students at school. Since middle school is the
beginning of secondary education, its curriculums ask students to build intensive academic skills
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 71

as a stepping stone to higher education (Lee, 2001). According to various researchers (MESC,
2017; Kim, 2014; Park et al., 2016; Tanghe, 2016), teaching and managing multiethnic students
are limited to rural areas or limited areas, such as Gangseo-gu, in Seoul. These areas were
selected due to regional characteristics, such as a majority of the residents are blue-collar
workers in factories. Choosing one of the regional sectors within the capital area, which has the
state-of-art educational supports and resources, increased the gaps among regional supports by
highlighting differences in financial status, community supports, and numbers of personnel (Ha,
2005; Park, 2017). Therefore, teachers from two schools in Seoul were identified for this
research.
There are several multicultural education-centered (MEC) middle schools, 다문화 중점
학교 [Tamunhwa Chungjŏ mhakkyo], in Seoul which focus on creating more multicultural
friendly educational environments for students by promoting an understanding of multicultural
education and providing customized curriculum settings for multiethnic students (MESC, 2017).
There are three major types of MEC schools: 1) multicultural education preparation (MEP)
schools [다문화 예비학교, Tamunhwa Yebihakkyo]; 2) multicultural education centered (MEC)
schools [다문화 중점학교, Tamunhwa Chungjŏ mhakkyo]; and 3) multicultural education
research (MER) schools [다문화 연구학교, Tamunhwa Yŏ nguhakkyo].
According to MESC (2017), there are six MEC middle schools in Seoul: three are public
schools, two are private schools, and one is an alternative school. This researcher contacted two
public schools and one private school based on the applicable number of teachers and students
(minimum of 400 to 800 students and 35 to 60 teachers) to conduct the research. Two schools
among the three schools contacted were selected by order of response. The alternative school
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 72

was not considered for this study since they can deviate their curriculums from the regular
curriculums established by the MoE.
Pseudonyms were used for the schools and participants to protect identities. The first
school was Grace Middle School, located in the western part of Seoul. The school serves
approximately 400 to 500 students and employees approximately 50 to 60 teachers. It is a public
school that has volunteered as a MEP school, concentrating on teaching Korean language and
culture to build multiethnic students’ language skills and academic competency before they take
regular middle school curriculums. The second school was Heritage Middle School, located in
the center of Seoul with around 400 to 500 students. This is a private school designated as one
of the MEC schools with about 35 to 45 teachers. The third school was Dream Middle School,
located in the eastern part of Seoul. There were approximately 650 to 800 students for 55 to 70
teachers. Dream Middle School is a public school that volunteered as a MER school. Ratios of
native Korean students to multiethnic students were not available for each school site.
Document Analysis Criteria and Rationale
Criterion 1. Publicly accessible government annual reports, announcements, statistics,
and planning published by the Korean government and the Ministry of Education (MoE) since
2008 when the First Basic Plan for multiethnic students was established.
Criterion 2. Publicly accessible teacher’s guide published by the MoE, National Center
for Multicultural Education (NIME), and Seoul Metropolitan Office of Education Multicultural
Education Support Center (MESC) were analyzed since this study is targeting teachers and
students in Seoul.
Criterion 3. Publicly accessible news articles and journals related to multicultural
policies appeared in the Korea Integrated News Database System (KINDS).
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 73

Document Analysis Strategy and Rationale
One of the tools used in qualitative research is document analysis. According to Merriam
and Tisdell (2016), documents are easily accessible data, making researchers broaden their
perspectives. One of the most significant advantages of analyzing documents is stability
(Merriam & Tisdell, 2016). It is credible and convenient to review policies over an extended
period of time. The document analysis provided evidence of a) understandings and approaches
to multiculturalism, multicultural education, and multiethnic students in cultural models; b)
organizational training for the stakeholder group in cultural settings; c) procedural knowledge
demonstrated in planning, announcements, and the teacher’s guide; and d) and other social and
cultural influences.
The first type of documents to analyzed in this study were the annual government reports,
announcements, statistics, and planning published by the Korean government and the MoE.
Those documents reported the core concepts of the policies with background information
explaining the rationale of policies. The analysis revealed significant changes in multicultural
education policies, trends in education, and aimed goals through the courses of implementing
policies. Additionally, the Korean government and MoE’s attitudes and perspectives on
multiethnic students were analyzed through these documents.
Second, a teacher’s guide published by MoE, NIME, and MESC was analyzed. Since
this study targeted the teachers and students in Seoul, the teacher’s guide and additional manuals
published by the MESC were included. These documents examined how the guides provide
practical skills and resources for teachers linked with their knowledge and skills in class from the
literature review.
Finally, news articles and journals related to multicultural policies that appeared in the
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 74

Korea Integrated News Database System (KINDS) were analyzed. The key words used to search
the related information in KINDS were limited to three categories: 다문화 [Tamunhwa]
(Multiculturalism), 다문화 교육 [Tamunhwa Kyoyuk] (Multicultural education), and 다문화
학생 [Tamunhwa Haksaeng] (Multicultural/Multiethnic students), and strictly limited in the
capital area. Since the research intended to examine multicultural education and multiethnic
students in Seoul, the key words were limited so as not to have the data related to other regions
and unrelated news content, such as criminal activities among multiethnic students. It was
essential to examine on-going discussions and issues when public policies were implemented
since it indicated how policies were followed and amended (Locke, Silverman, & Spirduso,
2010). Analyzing news articles and journals from over a decade could demonstrated the key
points of the policies and educational changes pertinent to multicultural education and
multiethnic students, as well as provide background knowledge related to the assumed problems
of practices and its possible solutions. Document analysis covered an entire decade from 2008 to
2018, including the First and Second Basic Plans, to examine changes before and after
implementing those government plans and policies.
Interview Sampling Criteria and Rationale
Criterion 1. Teachers in charge of the subject division from selected schools.
Criterion 2. Head teachers in charge of managing each grade from selected schools.
Interview Sampling (Recruitment) Strategy and Rationale
In developing qualitative sampling, it is crucial that the participants selected fit the
population that is relevant to the research (Johnson & Christensen, 2015; Merriam, 2009).
Selected participants in a qualitative study can provide the in-depth information or insights to
address the purpose of the research (Johnson & Christensen, 2015; Merriam, 2009). Convenient
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 75

sampling was used for data collection in this study. The participants came from the mid- or high
levels of managerial teaching staff who were in charge of the subject division handling contents,
experiments, evaluation formats, and other subject-related issues, as well as head teachers who
were in charge of managing student classroom allocations, promotions or failures, and other
overall academic achievement issues. In this study, interviewing allowed the researcher to
gather more in-depth information about multiethnic students’ academic achievements, social
relations at school, and family information. The sampling supported the conceptual framework.
Interviews eventually demonstrated assumed problems of practices and possible solutions.
Survey Sampling Criteria and Rationale
Criterion 1. Middle school teachers with multiethnic students in Seoul.
Criterion 2. Full-time teachers who were certified by the government.
Criterion 3. Teachers experienced with teaching and managing both Korean student-
only classes and combined classes with multiethnic students.
Survey Sampling (Recruitment) Strategy and Rationale
In quantitative sampling, survey designs provide quantitative descriptions of a
stakeholder group or trends by studying a sample of that population (Creswell, 2014). It is
important for a researcher to understand the stakeholder group’s environment and their general
ideas of assumed problems of practice (Creswell, 2014). The survey items for this study was
based on the individual interviews. The sampling started from a survey distributed to
approximately 20 to 30 teachers from two middle schools in Seoul, Korea, where they taught and
supported Korean and multiethnic students at the same time. All teachers used for the sampling
were full-time, certified teachers who interacted with Korean and multiethnic students during
subject classes or homeroom hours. Teachers also had experience teaching Korean students
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 76

only, as well as teaching Korean and multiethnic students together so that they could compare
and contrast in both classrooms and school settings. In this study, it was assumed that teachers
were familiar with current government policies about multicultural families and supporting
educational systems.
The sampling supported the conceptual framework as the teachers were placed in the
front line of the government’s multicultural family supporting systems in public education
practice. Teachers were expected to meet the organizational goal of providing an education that
met the needs of all marginalized students’ right to receive an equal opportunity of education and
provided a safe environment where that goal could take place (MoE, 2017a). In particular, the
middle school teachers might be motivated to learn how to integrate multiethnic students into the
Korean education system since they had multiethnic students who had either academic or
financial difficulties impacting negatively impacting their academic achievements (Jang, 2015).
Academic and financial difficulties eventually aggravated the matriculation rate and academic
achievements among multiethnic students in secondary education. Based on these theoretical
bases, the survey was expected to show the gaps between the organizational goals and practice of
teaching and supporting multiethnic students, as well as explore organizational culture and
context of meeting its goals in practice.
Explanation of Choices
As noted previously, the methodological design for this study considered KMO gap
analysis of teachers’ efficacy and competency required data from the Korean middle school
teachers to assess the performance of teaching and supporting multiethnic students in
classrooms. The study employed what Creswell (2014) refers to as a mixed methods model with
the collection of both qualitative and quantitative data. As described by Creswell (2014), a
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 77

convergent parallel mixed methods design allows the researcher to develop better measurements
with specific samples from particular populations, and examine the data from a few specific
individuals which can be generalized to a large group of populations in a similar situation. An
interpretation of the results allows the researcher to build more plausible and workable
recommendations in a flexible process of research from both qualitative and quantitative data.
The major advantage of a convergent parallel mixed methods design is that researchers can
access various aspects of data from both qualitative and quantitative data even though there are
challenges of how to merge the data from different methodologies (Creswell, 2014).
Data for this study was collected in three phases, with the first phase focusing on
reviewing existing literature pertinent to multiethnic students in Korea in order to identify
common issues and find missing parts of current research by applying the KMO perspectives. In
the second phase of the study, the researcher conducted field research by interviewing
managerial level teachers by asking about subject classes, teaching environment, and other
educational settings to verify current issues in practice and specify the root causes of the
declining matriculation rate of multiethnic students in secondary schools. The third phase of this
study included conducting the survey, which evolved from interviews in the second phase.
Utilizing this model, the first phase of this study was dedicated to gathering related
literature that provided an important background of recent Korean educational situations in
relation to multiethnic students and content, defined key concepts and meanings of multiethnicity
in the Korean context, and identified existing data collection tools and results from educational
settings. The identified gaps were then used as the context to conduct a KMO analysis to
identify the root causes for the performance gaps. The researcher used document analysis and
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individual interviews to inform the KMO-based solutions and link the performance gaps based
on theoretical background (Clark & Estes, 2008; Malloy, 2011).
In the second phase of the study, the researcher used quantitative methods to evaluate
how teachers perceived the efficacy and competency of teaching and supporting multiethnic
students in class, their motivations to teach multicultural education, and organizational settings
and supports at each school and from the governmental institutions. The survey was efficient in
identifying major gaps and lack of resources since it identified or verified actual issues that
teachers faced in practice. Interpretation of the data provided the basis of building
recommendations and generalizing the findings.
The study sought to address the necessity of systematical supports and professional
development for Korean middle school teachers on the issue of multiethnic students. The
researcher had first-hand experience in secondary and higher education, and professional
concerns observing the stakeholder groups. The use of convergent parallel mixed methods
model supported the greater investigation into middle school teachers’ competencies and the
efficacy of managing ethnic diversity issues in educational practice in Korea (Creswell, 2014).
As McEwan and McEwan (2003) claim, it is important for educators to secure evidence-
based decisions to identify current issues in practice, collaboratively discuss and debate possible
solutions, and provide feedback to revise decisions in the future. The increasing number of
multiethnic students in Korea has resonated in various parts of Korean society including daily-
based policies, laws, human rights, social services, social integration, minority studies, and
education. Through this applied research, professional recommendations were made to highlight
the need for diverse teacher training programs, other forms of professional development for
practical use, and the government’s supports to improve teachers’ efficacy and competence of
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 79

teaching and supporting multiethnic students in practice.
Data Collection and Instrumentation
To validate assumed needs in knowledge (K), motivation (M), and organization (O),
document analysis, a survey, and in-person individual interviews were undertaken by the
researcher after obtaining permission from the University of Southern California’s (USC)
Institutional Review Board (IRB). Table 9 identifies the data collection methods and
instrumentation along with the sampling strategy for the study.
Table 9
Sampling Strategy

Sampling Strategy
Number in Stakeholder
Population
Number of Proposed
Participants from
Stakeholder Population
Documents
Publicly accessible
government reports,
announcements,
statistics, planning etc.

Publicly accessible
teacher’s guide written
and distributed by the
Ministry of Education
(MoE)

News articles and
journals related to
multicultural education
policies
N/A N/A
Interviews
Targeting the interviewees
in charge of each grade or
each subject
There were approximately
from six to 16 head or
managerial level teachers
from two middle schools.
Four samples of head or
managerial teachers from
each middle school were
taken, which totaled eight.
Surveys
Targeting all teachers
teaching and supporting
multiethnic students in
class
There were approximately
100 teachers in total; 40
teachers from one school
and 60 teachers from
another.
Minimum 20 to maximum
30 volunteered teachers
from each school were
identified, totaling from 40
to 60.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 80

Qualitative Data Collection and Instrumentation
According to Merriam and Tisdell (2016), qualitative research is focused on
understanding social phenomena by discovering meanings and examining context and processes.
From qualitative research, researchers can generate theories (Maxwell, 2013). There are several
methods to conduct qualitative research (Merriam & Tisdell, 2016). This study utilized
individual interviews with managerial level teachers.
One research question in this study asks what kinds of teacher training programs
(professional development, pre-service teacher education, or in-service training) are provided to
middle school teachers to share multicultural education information and knowledge. MoE offers
official mandatory teacher training programs in Korea (Hong & Min, 2015). In addition to this,
most public schools align their own regulations or policies based on the unified education
policies from the government. Therefore, it was necessary for the researcher to examine what
kinds of policies or supports have been given. By learning about the stakeholder group’s interior
experiences, opinions, and perspectives through interviews, the researcher understood the
interviewees’ setting in relation to the study.
Another research question in the study asks about middle school teachers’ practical
professional skills while teaching and supporting multiethnic students. Individual interviews
were useful in examining what kinds of difficulties in practice the teachers have and how they
handle issues teaching multiethnic students with Korean students. There were two categories in
the individual interviews. The first category targeted the head teachers who are in charge of each
grade (7
th
, 8
th
, and 9
th
) and the other targeted teachers who are the head of each subject.
Managerial level teachers had access to almost all information and documents about the students
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 81

and the teachers. Additionally, most reports from the individual teachers were shared with
managerial level teachers. Therefore, the scope of the interviewees focused on the head teachers.
Document Analysis
Merriam and Tisdell (2016) categorize documents into two common types: public records
and personal documents. This study aimed to investigate challenges and issues among the
middle school teachers teaching multiethnic students and suggest plausible solutions and
innovations. Therefore, it was important to collect public documents and records which were
official ongoing records of the activities of the MoE and the participating schools rather than the
personal ones.
First, official announcements, reports, and statistics publicly published by the MoE were
collected. The information was easily found in publicly accessible documents, announcements,
annual reports, and statistical reports. News articles or journals analyzing the multicultural
education policies broadened the researcher’s perspectives by reviewing the documents in
various aspects such as economic, social, legal, or educational viewpoints. These documents
were publicly accessible on the MoE website.
Since this study targeted middle schools in Seoul, there were additional official
documents and reports made available to the public by one of the divisions in the local
government on supporting multiethnic students, which is 서울 다문화 지원센터 [Sŏ ul
Damunhwa Chiwŏ nsentŏ , Seoul Metropolitan Office of Education Multicultural Education
Support Center (MESC)]. There were also public documents from each school website. The
public schools are obligated to announce their annual reports about school activities, research
agenda, any changes, and other plans. These documents provided more information about each
school’s context and changes. These documents highlighted the implication of the changes of
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 82

the government policies for specific periods of time. These documents also indicated the various
levels of the organizational contexts the teachers were experiencing as shown in the conceptual
framework.
Another major document analyzed for this study was the teacher’s guide. The MoE
provides and distributes a teacher’s guide by subjects for all secondary school teachers. The
teacher’s guide pertinent to multicultural education for each subject matter allowed the
researcher to investigate what kinds of instructions, supplements, or notices were provided for
teachers to prepare them for more culturally and ethnically diverse classroom situations. It was
important to analyze these documents since it allowed the researcher to observe the
organizational context in-depth. Related documents were analyzed first to gather general
knowledge and background information for the researcher.
Interviews
Interview protocol. Semi-structured interviews were used for the individual interviews.
Interviews were conducted either via phone or face-to-face at the discretion of the participant.
Dates and times of the interviews were based on convenience for participants. Although there
might be several weaknesses, Patton (2002) explains that semi-structured interviews can ensure
the research topics and issues are covered and the wording of the interview questions stays
consistent. To minimize the risks of missing salient parts, pilot interviews were conducted in
advance. The semi-structured interview format left room for participants’ feedback and
perspectives, and allowed the researcher to explore additional relevant issues throughout the
course of the interviews. The individual interviews identified the participating middle school
teachers’ knowledge and motivation related to teaching and supporting multiethnic students.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 83

Interview procedures. In Korea, the academic school year starts in the spring. There
are various school events assigned in the Spring semester, such as entering new grades, holding
sports day, and going to field trips. It is important to conduct individual interviews at times
convenient for participants (Patton, 2002). Therefore, for this study, individual interviews were
conducted from February 22 to March 18, 2019.
As interviewing can be the most personalized tool to inquire and collect data, the
researcher was prepared to manage time efficiently for the participants, as well as to draw valid
in-depth answers. Probing during the interview was also semi-structured to ensure the usage of
unbiased wording and questioning that did not lead to expected answers, as suggested in Bogdan
and Biklen (2007).
The one-time interview lasted less an hour for each participant, and in total, took about
five hours across all participants from two middle schools to complete. The interview data was
recorded with permission using an audio recording device, and a notepad was used to record
participants’ nonverbal reactions for face-to-face interviews. The interviews were conducted in
the Korean language since it conveyed the meaning more clearly, as well as drew more honest
and clear answers from the participants. The English version of the interview questionnaire and
protocols are presented in Appendix A, and the Korean language interview guide is presented in
Appendix B. Both languages (i.e., the questions and answers stated in the Korean language and
the translated versions in the English language) are provided next to each other in Chapter Four
to ensure the validity of the researcher’s translation and interpretation. Copies of questions in
both languages were also given to the interview participants if needed.
Quantitative Data Collection and Instrumentation
Surveys can generalize an assumed theory from a sample to a greater population so that
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 84

inferences can be made about some attitudes, perspectives, or opinions of this population
(Creswell, 2014). The researcher can draw inferences to the greater population from the sample
result. A survey was used in this study to 1) gather data about the teachers’ general perception,
motivation, and knowledge regarding multicultural education and practical skills; 2) examine the
effectiveness of the education policies; 3) gather broader knowledge from different backgrounds,
years of experiences, and subjects; and 4) suggest more tangible innovative methods for
secondary school teachers pertinent to teaching and supporting multiethnic students. The survey
was instrumental in identifying all KMO influences.
Survey
Survey instrument. According to National Curriculum Information Center (NCIC,
2018), there are approximately fourteen subjects in the middle school curriculum. All subject
teachers have different needs on teaching and supporting multiethnic students. It is crucial to
gather balanced data among all subject teachers. A survey is one of the effective tools to observe
and gather various thoughts and ideas among the stakeholder group, as well as compare and
contrast within the groups (Creswell, 2014). In this study, a survey was conducted for
approximately 47 teachers from two volunteered middle schools located in Seoul.
Approximately 25 peer-reviewed questions were included in the survey. Some questions were
modified from the “Multicultural Efficacy Scale” (Guyton & Wesche, 2010). The survey took
less than 30 minutes to complete and included questions written in various forms such as the
Likert scale, multiple choices, yes or no questions, and open-ended questions. The survey can
have many advantages when using various types of question forms (Creswell, 2014). For
example, Likert scales were devised to narrow down the difference among the respondents’
perceptions, yes or no questions verified the existence of issues that the teachers have faced, and
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 85

open-ended questions offered chances for the teachers to give additional feedback and opinions
to the study. Examples from the survey are presented in Table 10.
Table 10
Examples from the Survey Items
Influencer Question Forms Possible Answers
Connection
with CF
K-P
I know how to connect multicultural content
with my subject: (strongly disagree,
disagree, agree, strongly disagree)

나는 내가 가르치는 교과목과 다문화
컨텐츠를 연관 지어 가르치는 방법을
알고 있다.: (매우 그렇지 않다, 그렇지
않다, 그렇다, 매우 그렇다)
Strongly disagree,
Disagree, Agree,
Strongly agree
Related to the
main research
questions
K-C
I am sensitive about potential stereotypical
and/or prejudicial content:
(strongly disagree, disagree, agree, strongly
disagree)

나는 잠재적 편견이 있을 만한 교과목
내용들에 민감하다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다,
매우 그렇다)
Strongly disagree,
Disagree, Agree,
Strongly agree
Related to the
organizational
goals of the
MoE
M-UV
&
O-CS
* Please number the order of importance in
secondary education. (Most important 1-4)
- Teaching core subjects ( )
- Students getting higher scores ( )
- Teaching multicultural education ( )
- Supporting students to enter the privileged
universities ( )

* 중고등 교육 현장에서 가장 중요한
순서대로 나열해 주세요.
(가장 중요 1-4)
- 주요 교과목 가르치기 ( )
- 학생들의 성적 향상 ( )
- 다문화 교육 ( )
- 학생들을 좋은 대학에 보내는 것( )
Ordinal
Verifying the
teachers’
underlying
motivations to
teach
multicultural
education
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 86

O-CS
I have _____ hour in-service government
programs per year to learn how to make
inclusive classrooms.

나는 수업에서 다양성에 대해 포괄적으로
가르치기 위한 교육부 / 서울시교육청 /
중앙다문화센터 등과 같은 정부 교사
교육을 일 년에 약 _____시간 가량
받는다.
Open-ended
Related to the
cultural settings
in CF
O-CM
Teaching multicultural education as a major
topic in class is also recognized as important
among students, parents, and teachers:
(strongly disagree, disagree, agree, strongly
disagree)

학생, 학부모, 교사들은 주요 학습 주제로
다문화 교육을 가르치는 것에 대해
중요하다고 인식한다.: (매우 그렇지
않다, 그렇지 않다, 그렇다, 매우 그렇다)
Strongly disagree,
Disagree, Agree,
Strongly agree
Related to the
cultural model in
CF
Note. K-C=Knowledge-Conceptual, K-P=Knowledge-Procedural, M-UV=Utility Value, O-CM=Cultural
Models, O-CS=Cultural Settings

Survey procedures. The same survey for two middle schools was used after reviewing
the related literature to build the general knowledge pertinent to the participants. The survey
allowed the researcher to explore various perspectives in a short period of time with the
maximum number of the participants from the organizations. According to Fink (2013), online
survey formats such as Qualtrics are more viable due to the nature of the survey structure that
limit the researcher’s ability to collect all participants together at the same time. Furthermore,
the online survey gave more flexible time arrangements for the participants by overcoming
spatiotemporal limitations, which is a critical factor since all the teachers have different time
schedules. The survey was distributed in the form of QR code by Qualtrics for teachers at
Heritage Middle School. However, Grace Middle School chose to complete the same survey in
paper form since it was easy for the vice principal to distribute the surveys during the teacher
training sessions at school.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 87

The survey was written in the Korean language and the English translation was given
below the Korean language so that the participants could examine both wordings. The survey
was conducted from February 22, 2019 to March 22, 2019. Responses were collected
anonymously and tabulated through Microsoft Excel or statistics software programs. Two copies
of responses and analyzed results were maintained for backup purposes and stored on a
password-protected external hard disc drive and a secured laptop computer.
Data Analysis
Documents were analyzed for evidence consistent with the concepts in the conceptual
framework. For document analysis, the wordings and educational welfare policies each
administration has used in initiating and implementing multicultural education related policies
were the focus. Also, developments or changes of educational supports by MoE for teachers as
time went by were examined. Finally, I news journals and articles which showed the
environments and mood of Koreans’ attitudes and mindsets in relation to multiculturalism and
multicultural families in Korea were reviewed.
For interviews, data analysis began during data collection. This researcher wrote analytic
memos after each interview, which documented the thoughts, concerns, and initial conclusions of
the researcher about the data in relation to the conceptual framework and research questions.
The interview was outsourced to a transcription service to a third party, Happy Transcribe.
Then, the researcher coded each transcript in Microsoft Word by highlighting, italicizing, and
bolding words and phrases. In the first phase of analysis, open coding was used, looking for
empirical codes and applying a priori codes from the conceptual framework. A second phase of
analysis was conducted where empirical and a priori codes were aggregated into analytic/axial
codes. In the third phase of data analysis, pattern codes and themes that emerged in relation to
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 88

the conceptual framework and study questions were identified. All the codes were recorded in a
Microsoft Excel spreadsheet.
Finally, for survey analysis, the researcher coded all the participants first to remove any
identifying information from the survey answers and replaced them with numbers. Descriptive
statistical analysis was conducted once all survey results were submitted. Frequencies were
calculated as presenting means and standards deviations to identify average levels of responses
for each question. Then, all the answers from the questions with Likert scales and open-ended
questions were listed in Microsoft Excel to draw results of mean, medium, and standard
deviation, to draw commonalities, and generalize the findings. Table 11 shows the plan for the
timeline of data collection and analysis process.
Table 11
Sampling Strategy and Timeline
Method
Start and End Date
for Data Collection
Start and End Date
for Data Analysis
Documents January 20, 2019 - February 20, 2019
Concurrently with data collection Interviews February 22, 2019 - March 18, 2019
Surveys February 22, 2019 - March 22, 2019

Credibility and Trustworthiness
In qualitative studies, it is imperative to check the accuracy of the findings by employing
specific procedures (Creswell, 2014). To increase the credibility and trustworthiness of the
study, triangulation, reflectivity, and maximum variation were used, as referred by Merriam and
Tisdell (2016).
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 89

According to Patton (1999), triangulation is one of the processes for a researcher to
secure validity by taking diverse research methods and preventing possible biases. For instance,
certain limitations can arise when using a single method from a single source. Also, the arbitrary
selection of research methods can be limited in the researcher’s biases (Patton, 1999). Therefore,
it is essential to use various sampling strategies since they imply different kinds of findings and
perspectives to the researcher. First, methodological triangulation was employed by using
document analysis, individual interview, and survey tools, in addition to an extensive literature
review. Each strategy provided various aspects, facts, and information from diverse groups of
people in different positions to validate assumed KMO influences, findings, and
recommendations in this study.
Secondly, document selections were maximized by searching various types of documents
and records. The government documents were selected preferentially as they were publicly
available at the MoE websites. The school websites and the website for the Seoul Metropolitan
Office of Education Multicultural Education Support Center (MESC), validated by the MoE,
were selected to secure the credibility of choosing documents for this study. The teacher’s
guides and manuals were selected to examine the alignment between the organizational goals
and the resources in practice. The news articles were selected more cautiously by scrutinizing
the contents and fact-checking them through the related data. Also, USC IRB confirmed the
survey protocol by validating the contents of the research by examining the internal consistency
which increased the reliability of the survey.
Finally, this researcher continually reflected on biases on the research topic while
collecting data. By using regular reflective and analytic memos, the researcher cautiously
examined ongoing thoughts. Observer comments (OC) in fieldnotes and interview transcripts
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 90

were also included to capture reactions, questions, and confusions while conducting interviews.
By examining these notes, this researcher was able to reflect on positionality, biases, and
perceptions in the analysis phase.
Validity and Reliability
To be trustworthy to the field of practice, it is important that the data collection, analysis,
and findings of the study to be valid and credible. According to Creswell (2014), there are three
traditional forms of validity in quantitative research: content validity, predictive validity, and
construct validity. First, the questions and items on the survey were based on existing valid and
reliable instruments adopting from many researchers (Clark & Estes, 2008; Mayer, 2011; Schein,
2017; Rueda, 2011; Guyton & Wesche, 2010), which secured construct validity and reliability
for the survey. Additionally, an extensive literature review was used to build content validity for
surveys. Finally, Merriam (2009) claims that assurance of anonymity for participants is
important to build secured environments for the participants and to draw honest opinions from
them. Also, the anonymity would increase the reliability of the participants’ answers by securing
their individual information and preventing potential harms from the other authorities (Merriam
& Tisdell, 2016). The surveys were distributed electronically and did not include any markers to
identify the individuals. Paper surveys were distributed with questions asking for personal
information removed. However, participants’ mobile numbers were requested so they could be
compensated for their time and effort, but were removed right after the electronic gift cards were
sent.
Ethics
The purpose of this research was to analyze the needs of innovation in secondary
education in Korea to make more inclusive classes, as well as to teach and support multiethnic
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 91

students more effectively. The research examined the hardships and difficulties of teaching and
supporting multiethnic students in practice by obtaining and understanding middle school
teachers’ perspectives. The goal of the study was to develop and implement a nationwide
professional development system for both pre- and in-service teacher training programs, in-hands
supplementary materials, and build feasible networking among teachers to improve multiethnic
students’ matriculation of secondary education. Therefore, the research asked active
participation from various levels of teachers in secondary schools who were involved in teaching
and managing multiethnic students. The organizational context and its relationship with the
researcher were based on the voluntariness of the organization. After that, convenience sampling
was used to recruit more participants.
The positionality of the researcher was essential in this study regarding ethics. Since the
researcher was not affiliated with any of the identified schools, teachers and administrators did
not need to feel awkward and insecure. Not to harm the everyday working environment both in
classrooms and teacher’s rooms, this researcher set a warming-up time with the participants to
get to know and understand each other better by assisting their classes or work in advance of the
research. Also, the purpose of the research questions and goals of the study were explained in
detail before conducting any interviews or administering surveys to the principals, vice
principals, and teachers.
According to Glesne (2011), it is crucial to inform research participants of the study with
details so that the relationship between a researcher and participant does not become an
unbalanced power structure. Informed consents should give participants information about the
three significant rights of the participants, which are to guarantee voluntary participation, to
show possible risks of participating the research, and to secure participants’ decisions whether
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 92

continue or stop their participation at any point in the study (Glesne, 2011). Informed consent
forms with information about the research, the purposes, and methods, were distributed or
narrated with a neutral voice before conducting any field research. The study was performed
based on voluntary participation and confidentiality was confirmed for their involvement. This
general consent was also sent out during survey administration among teachers and
administrators. To conduct in-depth standardized open-ended interviews with the head of each
subject teacher, an additional informed consent form stating other permissions for recording and
the use of pseudonyms or de-identifying practices was also distributed.
All the interviews were conducted in the Korean language since all the participants were
native Korean who do not speak the English language. All surveys were presented in the Korean
language with the English language footnoted so participants could compare and contrast the two
languages. The interviews were translated and reviewed since the researcher has been working
as a professional Korean-English / English-Korean translator. In addition, the researcher was
able to capture the nuance and the intention of the participants. The survey was peer reviewed
by a Korean high school teacher who teaches English and holds a master’s degree. Both original
Korean transcripts and English language translations were presented side-by-side for the survey
participants to secure the objectivity. As shown in Appendix C, the Korean language was more
prominent in the surveys as the English language was written in grey.
This study assumed the current professional development programs for secondary school
teachers are not enough. As a result, teachers can hardly promote teaching and managing skills
in relation to the knowledge about multiethnic students to improve multiethnic students’
matriculation rates in secondary schools. It was critical to keep the balanced and objective
perspectives forming the interviews and survey questions with neutral wordings. Finally, to
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 93

secure the confidentiality of participants, the gathered data from interviews and surveys, which
included personal data, were stored in a password-required external hard disk in a locked file
cabinet.
Limitations and Delimitations
This study had several limitations. First, most Korean schools are skeptical of
participating in research. Since there were a limited number of multicultural-centered schools,
most teachers in those schools were targeted as a stakeholder group, which brings additional
work and research fatigue. Second, the sample size for the interviews were eight to 16
individuals, which could be considered a small population to represent all the schools in the
capital area. Third, the needs analysis was limited by the honesty and possible bias resulting
from the sample group providing answers they considered to be socially desirable, not an
accurate presentation of their experience, or selective in memory. This bias possibly appeared in
both the interview and survey contexts, including assessing knowledge with a Likert scale in the
survey, though it was triangulated to questions in the interview. Fourth, the needs analysis was
potentially limited by the fact that it assumed all participants understood and interpreted the
interview questions and survey items in the manner intended. Sample group participants could
also have someone else complete the survey since it was administered anonymously. Fifth,
document analysis was based upon those documents that were available at the present time; as
such, the samples analyzed could be biased either in missing historical documents or those that
are not stored in formal institutional repositories. Finally, the researcher’s positioning could be
considered as an evaluation or a criticism for the participants since the researcher was not
affiliated with the same organization.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 94

The focus of this study was to conduct a needs analysis of the innovation practice, as well
as to verify the disparities between current multicultural education policies and practice.
Ultimately, the goal of this study was to propose solutions to help Korean secondary school
teachers be better at teaching and supporting multiethnic students in practice, and make more
diversity inclusive classes for multicultural education by utilizing more practical training
programs and feasible in-hands supplementary materials. The initial delimitation of the project
was that it was context specific to multicultural-centered schools in Seoul, Korea and addresses
this specific organization’s mission and innovation goal from the MESC, which was only in
charge of the schools in Seoul; neither of which could be generalized. However, other secondary
schools in different regions in Korea may benefit from the application of this project’s use of
Clark and Estes’s (2008) gap analysis process to bring about innovation application in a similar
manner.
The project was also delimited to examining a sample of the key stakeholder group’s
experience that might or might not be representative of other stakeholder groups. While other
stakeholder groups’ experiences and contributions are important to the organization, an in-depth
investigation of those were outside the scope of the current project. Finally, the process of this
study was described and explained in depth in the Korean language to promote the participants’
understanding of the research purpose, as well as the researcher’s positioning.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 95

CHAPTER FOUR: RESULTS AND FINDINGS
The focus of this study was to conduct a needs analysis in the areas of knowledge and
skill, motivation, and organizational resources necessary for secondary teachers to teach
multicultural education in class and to support multiethnic students in Seoul, Korea. The two
major research questions that guided this study were 1) what secondary school teachers’
knowledge and motivation are to teach and support multiethnic students and 2) what the
interaction between organizational culture and context with secondary school teachers’
knowledge about multiethnic students and teachers’ motivation is to teach and support
multiethnic students. The data collection was based on a convergent parallel mixed methods
design, which allowed the researcher to gather both qualitative and quantitative data. This
chapter begins with a review of the instrumentation use and the population selected for the study.
Then, the results and findings are presented and synthesized based on the knowledge, motivation,
and organizational categories. Solutions and recommendations are presented in Chapter Five
based on the overall findings of this study.
Analyzed Documents
There were three major phases to data collection and data analysis in this study using
document analysis, interviews, and a survey. Gathering and analyzing data from each step were
completed simultaneously. As displayed in Table 12, there were three categories of documents
used for this study. First, the publicly accessible announcements from the Ministry of Education
(MoE), including annual planning from 2008 to 2018, were collected and analyzed in this study.
Second, there were a teacher’s guide and manuals published by three different organizations, the
MoE, the National Center of Multicultural Education (NIME), and the Seoul Metropolitan Office
of Education Multicultural Education Support Center (MESC), which were publicly accessible
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 96

on each organization’s website. Finally, news articles and reports were reviewed to observe
perceptions and understandings of Korean media toward multicultural related issues. The news
articles and reports were found using search criteria related to multicultural policies in Korea
Integrated News Database System (KINDS) using three key words: 다문화 [Tamunhwa]
(Multiculturalism), 다문화 교육 [Tamunhwa Kyoyuk] (Multicultural education), and 다문화
학생 [Tamunhwa Haksaeng] (Multicultural/Multiethnic students) in Seoul only.
Table 12
Description of the Documents Used in the Research
*Unit: Total number of documents
Document Type
Ministry of
Education
(MoE)
National Center of
Multicultural
Education (NIME)
Seoul Metropolitan
Office of Education
Multicultural
Education Support
Center (MESC)
Korea Integrated
News Database
System (KINDS)
Period 2008~2018 2008~2018 2012~2018 2008~2018
Announcements
with planning
11 . . .
Teacher’s guide 4 14 4 .
News articles
and reports
. . . 126

Documents were gathered from 2008 to 2018 to examine the similarities and differences
between the First Basic Plan for Immigration Policy by the government covering the period from
2008 to 2012 and the Second Basic Plan for Immigration Policy from 2012 to 2017. The MESC
was not established until 2012; therefore, the document analysis for the MESC started from the
year of inception.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 97

Participating Stakeholders for Interviews and a Survey
Interview
For the interviews, Table 13 shows a description of the individual participants from two
school sites in Seoul. Grace Middle School was a public school located in the western part of
Seoul. There were approximately 400 to 500 students with 50 to 60 teachers. This school was
one of the multicultural education preparation (MEP) schools concentrating on teaching Korean
language and culture to build multiethnic students’ language skills and academic competency
before taking regular middle school curriculums. The second school was Heritage Middle
School, located in the center of Seoul, with approximately 400 to 500 students. Heritage Middle
School is a private school designated as multicultural education centered (MEC) school and
employs 35 to 45 teachers.
Interviews targeted the managerial level teachers from both schools to compare and
contrast in their knowledge and skills, motivation, and organizational influences with non-
managerial level teachers from the survey. A total of eight teachers participated in the interview
phase of the study, four teachers from each school. The overall interviews were conducted from
February 22, 2019 to March 18, 2019 using the method preferred by each participant.
Table 13
Description of the Interview Participants and Tools

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 98

Method
Phone call
In person
In person
In person
Phone call
Phone call
Phone call
Phone call
Note. Teaching the Korea subject includes Korean literature and linguistics.
Years in teaching
multiethnic
students
3
1
3
2
6
20
8
15
Years of
being
manager
20
1
5
7
6
4
1
2
Years in
education
34
17
37
27
6
20
17
19
Roles
Head teacher
for multicultural education
curriculum
Manager teacher
for the Korean as a second
language (KSL) curriculum
Head teacher
for 8
th
grade
Head teacher
for 9
th
grade
Counselor
Head teacher
for 7
th
grade
Head teacher
for 8
th
grade
Head teacher
for 9
th
grade
Subject
Korean
Korean
/ KSL
History
History
Multicultural
counselor
Korean
Chinese
Character
Social
Studies
Gender
Female
Female
Female
Female
Female
Female
Male
Male
Participants
(Pseudonym)
Jieun
Hyemin
Boram
Naeun
Arim
Eunju
Woojin
Minsu
Schools
(Pseudonym)
Grace Middle
School (Public)
Heritage Middle
School (Private)
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 99

Survey
The survey was administered to full-time certified teachers from both schools who were
not in the managerial positions. As shown in Table 14, Grace Middle School’s administration
preferred teachers to have access to a paper survey. The teachers submitted the survey paper to
the box outside of the school’s main office and all participants’ identities were protected since it
was anonymous. A total of 26 teachers completed the survey.
Heritage Middle School, on the other hand, asked the researcher to provide an electronic
version of the survey to teachers for convenience. The vice principal sent out an email with the
survey QR code distributed in Qualtrics to all the teachers during a vacation period. A total of
21 teachers took the survey, and the reports came directly to the Qualtrics. The overall surveys
for both schools were taken from February 17, 2019 to March 21, 2019 with the methods chosen
by each school’s administration. Survey results from Grace Middle School are presented in
Appendix D, and the results from Heritage Middle School are presented in Appendix E.
Table 14
Description of the Survey Participants and Tools
Schools (Pseudonym) Surveys Method
Grace Middle School
Total 26 non-head and non-
managerial level teachers taken the
paper survey.
By paper
Heritage Middle School
Total 21 non-head and non-
managerial level teachers taken the
survey
By the electronic way (QR
code) from the USC Qualtrics

Results and Findings
Results from data collection, specifically document analysis and survey results, are
identified below in relation to KMO influences. Detailed results for each survey taken by Grace
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 100

and Heritage Middle Schools are presented respectively in Appendix D and Appendix E. Results
from each school are given separately since both schools shared different organizational settings
such as teacher rotation, funding, class sizes, and students’ ethnicities. The results from data
collection, which included document analysis, a survey, and interviews, led to the findings for
this study. Each KMO influence was analyzed to determine if gaps existed in assumed
knowledge, motivation, or organizational influences and if recommendations were needed to
close any gaps. These findings are outlined below with recommendations identified in Chapter
Five.
Knowledge Results and Findings
Teachers’ recognition of the importance of diversity and multicultural education.
This section presents the results and findings pertinent to the teachers’ knowledge and skills for
teaching multicultural education and to support multiethnic students in practice. Middle school
teachers’ knowledge and skills to teach and support multiethnic students play a critical role in
students’ academic achievements. As stated in the literature review, secondary education in
Korea is significant to students pursuing higher education, which is considered as a preferential
condition to securing one’s socio-economic stability. Thus, it is important that teachers
recognize the importance of multicultural education and diversity and how to teach and support
multiethnic students in Korean schools. To address teachers’ factual and procedural knowledge,
non-managerial level teachers were asked to show their understanding about multiculturalism
and multiethnic students to teach diversity-related topics and support all students in a proper
manner in secondary education.
In the survey, respondents were asked whether they felt multicultural education is
becoming important in Korean society on a Likert scale. Each result from both schools are
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 101

presented in Figure 6 respectively.

Figure 6. Survey responses to recognizing the importance of multicultural education in Korean
society from Grace and Heritage Middle Schools. In Grace Middle School, approximately 96%
of the non-managerial teachers from believed that multicultural education was becoming more
important in Korean society. On the contrary, about 4% of the teachers strongly disagreed that
multicultural education was important.
In Heritage Middle School, about 95% of teachers felt multicultural education was
becoming more important in Korea society, while nearly 5% of them strongly disagreed with the
statement. In conclusion, over 95% of the teachers from both middle schools indicated that they
felt multicultural education was becoming more important in Korean society.
Survey and interview results demonstrate that more than 95% of all non-managerial level
teachers and 100% of head teachers from both participating schools understood the importance
of diversity and multicultural education in Korean society. According to Hyemin, “이제
세계적으로 추세도 그렇고 다문화에 대한 인식이 바뀌어서 지금 이제 글로벌 시대고
50.0%
46.2%
0.0%
3.8%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q6. Multicultural education is becoming more important in Korean society.
71.4%
23.8%
0.0%
4.8%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 102

사람들이 다들 누구나 이제 어느 나라에 가던 간에 본인도 우리 스스로도 이제 다문화가
될 수가 있기 때문에 모두 다 다름을 이해하고 다름을 받아들이는 그런 입장이 될 수
있어야 되어야 할 것 같아요. 그래서 다문화 교육과 다양성은 학생들에게 중요한 거죠”
[Nowadays, the recognition of diversity has changed in a global context, as well as the
international trend. I think people have noticed that they can be ‘others’ if they go to another
country. So, I think we should equip an attitude to understand and accept differences among
people. Therefore, I think multicultural education and diversity is important for students]. Arim
responded with an education perspective by saying, “다문화 교육은 다문화 학생의 증가 및
세계화의 측면에서 학교 교육 과정에 포함하여 운영되는 것이 옳은 방향이라고
여겨집니다” [I think it is a right way to include multicultural education should in school
curriculums in accordance with increasing number of multiethnic students and globalization].
Woojin echoed her sentiments by saying, “지금은 다문화 교육은 필요하다고 생각하죠.
한국 학생들이 같이 다문화 학생들이랑 교육을 받으니까 다양성에 대해서 알아두면
여러모로 좋겠죠” [I think multicultural education is necessary nowadays because Korean
students receive education with multiethnic students. So, it will be beneficial in many ways for
Korean students to learn about diversity]. With this evidence, it is clear that the middle school
teachers understand the importance of diversity and multicultural education in Korean schools.
Therefore, no knowledge gaps were found among middle school teachers to know about the
importance of diversity in Korean society.
Teachers’ knowledge of how to implement diversity in class. In order to teach
multicultural topics and support multiethnic students in class, teachers should have heuristic
knowledge and know how to support multiethnic students academically. Consequently, survey
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 103

questions asked whether teachers knew how to implement diversity topics in multicultural
education and how to improve multiethnic students’ academic achievements. Visual summaries
of the survey results are given in each figure with each question related to teachers’ procedural
knowledge influences.

Figure 7. Survey responses to years of teaching multiethnic students in Grace and Heritage
Middle Schools. In Grace Middle School, the median of the survey results was two while the
average years of teaching multiethnic students were 2.32 years among the teachers. The standard
deviation of the survey results was 1.52, while the minimum and maximum years of teaching
were one year and seven years each. Approximately 81% of the teachers taught multiethnic
students less than three years, with about 39% of the teachers having about a year experience.
In Heritage Middle School, the median of the survey results was 10 years while the
average years of teaching multiethnic students were 9.86 years among the teachers. The standard
deviation of the survey results was 6.28, while the minimum and maximum years of teaching
38.5%
19.2%
23.1%
7.7%
3.8% 3.8% 3.8%
1 2 3 4 5 7 not answered
Grace
Middle School
Years of teaching multiethnic students
Q5. I have taught multiethnic students for XX years.
28.6%
42.9%
14.3%
4.8%
9.5%
1~5 6~10 11~15 16~19 over 20
Heritage
Middle School
Years of teaching multiethnic students
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 104

were two years and 25 years each. There were about 29% of the teachers with one to five-year-
experience of teaching multiethnic students. The majority of the teachers taught multiethnic
students for about six to 10 years (43%) at Heritage Middle School. Approximately 10% of the
teachers have over 20 years of experience of teaching multiethnic students. For example, if a
teacher is in charge of teaching Korean history, one should be competent and skillful in
connecting subject knowledge with multicultural topics and activities. As shown in Figure 8,
about 61.5% teachers in Grace Middle School answered that they were not proficient enough in
practice.

Figure 8. Survey responses to teachers’ competency of teaching multicultural topics in Grace
and Heritage Middle Schools. In contrast with the teachers at Grace Middle School, about 81%
teachers at Heritage Middle School felt they were competent enough and have the knowledge
about connecting subject materials with multicultural contents.
Survey results revealed that middle school teachers need supports to acquire procedural
knowledge to implement diversity topics in class. About 62% of non-managerial teachers at
Grace Middle School felt they were not proficient enough to link diversity topics with their
3.8%
34.6%
57.7%
3.8%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q8. I am proficient enough to know how to connect multicultural content with my subject.
4.8%
76.2%
19.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 105

subjects. Seventy-five percent of head teachers from Grace Middle School also agreed that
teachers needed more classroom supplements, teaching tools, and examples for each unit in
subjects, particularly teachers with less teaching experience. Naeun responded:
일상 생활에서는 애들끼리는 다 돼요 그런데 학습 언어가 안되는 거죠. (…)
다문화 학생들이 이해하기 쉽게 하기 위해서 동영상 자료 같은 것도 좀 쓰고,
애들이 45 분 수업하는 동안에 다 집중해서 공부만 하는 건 아니니까 노래도
섞고 재미있는 것이 있지만 다양성에 대해서 생각해 볼 수 있는 주제들을 같이
엮어서 사용하죠. (…) 영상이나 사진 자료, 재미있는 것을 많이 찾아야 돼요
그래서.
In daily lives, multiethnic students hardly have communication problems but they have
difficulties to understand academic language. (…) So, I use video materials to promote
understandings among multiethnic students. Well, students cannot focus on full 45
minutes of a class time for studying, so I bring some songs and various interesting topics
about diversity. (…) Therefore, I need to find out a lot of audio-visual materials for
classes.
Hyemin, teaching Korean language, echoed her sentiment by saying, “저희 학교에는 중국
학생들이 좀 많은 편인데, 저도 중국에서 살다가 왔거든요. 저도 그곳에서
이방인이었으니까, 제가 그곳에서 겪었던 느낌이라던가 생각을 많이 이야기 해주죠. 또
그 언어를 많이 사용하지는 않더라도 설명하거나 이럴 때 적절하게 사용해 주면 아이들이
이해도 쉽고 친근하게 생각하더라구요. (…) 다문화 학생들을 가르칠 때는 아주 많은 보조
자료들과 교수적으로 다양한 아주 많은 방법이 필요해요” [In my school, the majority of
multiethnic students from China, and I lived there a little bit. I share my thoughts and feelings
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 106

when I became a stranger there. Also, even though I didn’t use the Chinese language a lot, but
multiethnic students felt more comfortable and friendlier when I used the Chinese language to
explain something. I think teachers absolutely need to a myriad of various methodologies and
supplements to teach and support multiethnic students].
The implication behind both responses were that there were no or few supplements
related to multicultural education provided for teachers so individual teachers’ capacity,
background knowledge, and enthusiasm to explore more resources played a critical role whether
to teach and support multiethnic students successfully. Also, they confirmed various
methodologies and additional resources for each subject were needed in practice.
On the contrary, only 19% of general teachers and 25% of head teachers from Heritage
Middle School believed they needed more supports to foster diversity in classroom settings.
Arim, the counselor teacher for multiethnic students, responded, “우리 학교 다문화 학생들은
대부분 국내 출생 다문화 학생이라서, 유초등 과정부터 한국 교육 과정에 익숙해진
학생이기 때문에 별도의 다양성 교육이 필요하지 않습니다” [Most of the multiethnic
students in Heritage Middle School are domestic born who have been accustomed to Korean
education systems from kindergarten and elementary. Therefore, I think we hardly need to
implement diversity curriculums separately for multiethnic students]. Woojin reassured her
response by saying, “다문화 학생이랑 한국 학생이랑 차이가 없어요. 글쎄요. 따로 이런
교수법을 사용하지는 않아요. 오히려 다문화라는 용어가 차별이 되기도 해서 (잘
사용하지 않아요)” [There is no difference between multiethnic students and Korean students.
Well, I do not use special methodology to implement multicultural education. Also, I do not
think even I use the term, multiculture, because it can be discriminative].
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 107

There is a major difference between the two schools. At Grace Middle School, a
majority of multiethnic students were international-born who received their elementary education
outside of Korea and used other languages such as Chinese better than the Korean language,
while multiethnic students at Heritage Middle School were domestic born who were in Korean
educational systems from kindergarten. Therefore, it was not necessarily required for the
teachers at Heritage Middle School to acquire special knowledge and skills to implement
diversity topics in classrooms.
Skills to improve multiethnic students’ academic achievements. Individual teachers’
skills play an important role to improve multiethnic students’ academic achievements.
Therefore, it is necessary to provide training and additional supports improving middle school
teachers’ practical classroom skills. According to survey results, approximately 55% of non-
managerial teachers from both schools felt they were not confident enough to teach multiethnic
students and Korean students in the same class. Only 6% of general teachers strongly agreed
that they were confident enough to teach both students in the same class. The findings revealed
that middle school teachers’ skills to improve multiethnic students’ academic achievements
could be interpreted as fairly low considering both schools were MEC schools having a
significant number of multiethnic students.

7.7%
30.8%
61.5%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q9. I know how to improve multiethnic students’ academic achievements with my
subjects.
0.0%
52.4%
47.6%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 108

Figure 9. Survey responses to teachers’ competency of supporting multiethnic students in Grace
and Heritage Middle Schools. In Grace Middle School, approximately 61.5% of teachers felt a
lack of procedural knowledge about how to improve multiethnic students’ academic
achievements with their subjects.
In Heritage Middle School, about 48% teachers felt they lacked the knowledge needed,
while 52% of them said they knew how to enhance multiethnic student’s academic
achievements.
According to interview results, all head teachers at Grace Middle School desperately
needed to balance themselves to teach multiethnic students and Korean students. Naeun
responded, “역사를 가르칠 때는, 한국의 역사는 정말 하나도 안 배웠잖아요. 그러다
보니 수업의 난이도가 자꾸 낮아지고 성적을 보니까 다문화 학생들이 가장 하위권에
있었습니다. 또 잘하는 아이들은 잘하는 만큼 키워져야 하는데 그게 안되니까 한국
학생들은 한국 학생들대로 불만이죠” [When teaching Korean history, Multiethnic students
did not learn any of Korean history at all. As a result, the academic levels of classes became low
and multiethnic students’ academic achievements stayed in the lowest rank. On the other hand,
extraordinary students needed to go in advance but they could not. Therefore, Korean students
also had complaints]. Boram echoed her sentiment, saying, “대체로 쉬운 언어로 이제 많은
것을 줄여서 하니까 깊이 있게 못 들어가는 거죠. 다문화 애들이 깊이 있게 철학적으로
얘기를 하려면 힘드니까 단편적인 지식만 이라도 가르쳐 주고 반복 학습 시키고 하는
거죠” [Most of the time, I summarize everything in a plain language which makes the subject
contents superficial. If I make the contents with a philosophical perspective, it will be difficult
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 109

for multiethnic students. So, I just give them fragmentary knowledge and make them repeat to
understand it].
The interviews revealed that teachers at both schools were in a dilemma which made
Korean students unsatisfied with easy uncompetitive academic classes and multiethnic students
underachieved because of the difficulty of subject contents. However, no head teacher in Grace
Middle School mentioned that they knew how to improve multiethnic students. First, the head
teachers were busy lowering the difficulty of academic contents and managed classes for both
Korean and multiethnic students at the same time. Second, they did not know what pedagogies
they could apply to satisfy both students and help multiethnic students improving their academic
achievements. Boram responded, “시험에서 한국 학생들 제일 잘하는 아이가 80 점
90 점이라고 했을 때, 다문화 학생들 중에 가장 잘하는 아이들도 50 점을 넘지를 않아요”
[If the highest scores among Korean students would be 80 to 90 or so, it will be less than 50 for
the top student among multiethnic students in tests]. Hyemin elaborated that teachers needed to
know more to teach and support multiethnic students, “일반적으로 다문화 학생들 중에서도
그 나라에서 굉장히 학업 성취도가 높았던 학생들도 사실은 한국에 오게 되면 학습
한국어가 자체가 어휘나 이런 것들이 너무 어려워서 본인들이 생각하는 정도의 학업
성취도를 이루기 힘들어서 좌절하는 친구들을 많이 봤어요. 학업 성취도가 높았던
다문화 학생들의 경우는 보완이 많이 필요해요. 그리고 실제로 아이들이 열심히
노력함에도 불구하고 따라갈 수 없는 그런 부분들이 너무 커서 다른 교과목들을
융합한다던가 그 아이들을 따로 학습하게 한다던가 하는게 필요할 것 같아요” [Among
multiethnic students, there were some students who had extraordinary levels of achievements in
another country. However, I saw many of those students getting frustrated because they could
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 110

not reach to the same levels since the Korean language and terminology were too difficult for
them to understand after coming to Korea. I think there should be some supports for high
achieving multiethnic students who may be integrating different subjects to learn or teach them
separately or so].
The findings revealed that middle school teachers in public schools like Grace Middle
School needed to know how to improve multiethnic students’ low academic achievements and to
support the multiethnic students who previously had achieved academic success. Although
Hyemin suggested some possible supports, none were actually applied to classes. Therefore,
there was a procedural knowledge gap among middle school teachers knowing how to improve
multiethnic students’ low academic achievements.
Conversely, Heritage Middle School teachers did not feel they needed special skills to
improve multiethnic students’ low academic achievements. Woojin responded, “어디나 잘하는
학생 못하는 학생은 있는데, 특별히 우리 학교에는 다문화 학생이라서 학습 성취도가
나쁘다고 생각하지 않아요. (학업 성취도는) 비슷한 것 같아요” [There are always high
achieving students and underachieved students. I do not think multiethnic students in my school
have low academic achievement because they are multiethnic. I think both Korean and
multiethnic students have similar academic achievements]. Minsu elaborated that the
exceptional characteristics of his school, saying, “특히 기초학력에 큰 차이가 비율적으로
한국 아이들과 큰 차이가 없는게, 오랫동안 여기에서 살았던 다문화 아이들 또는 여기에서
태어난 다문화 아이들이 많아요. 그래서 아마 그런 차이가 없는 지역적 특성이 있고.
만약에 초등학교 때나 중학교 때 외국에서 바로 들어온 아이들은 아무래도 언어적 문제가
있고 기초학력 문제가 생기겠죠. 그런데 이건 저희 학교 특성이에요. 이건 일반화
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 111

시키기에는 좀 무리가 있죠” [The reason that we do not have significant differences in
academic achievements between Korean and multiethnic students is that multiethnic students in
my school are either domestic-born or living in Korea for a long time. I think this type of
regional characteristic brings no academic differences. However, I think multiethnic students
who were born in other countries and came to Korean as middle school students will have
difficulties in basic academic skills because of the Korean language. I think this is just for my
school, which cannot be generalized for cases from other MEC schools].
The findings indicated that there were differences between two schools. Since Heritage
Middle School had multiethnic students born domestically, the multiethnic students did not stand
out for their low academic achievements since they did not have difficulties understanding
academic Korean language since they had been in Korean education systems. However, there
were significant academic achievement gaps between Korean and multiethnic students affecting
the qualities and difficulties of classes at Grace Middle School, mostly because of understanding
the Korean language in academics.
Motivation Results and Findings
This section displays the survey results related to the teachers’ motivation for teaching
multicultural education and supporting multiethnic students in classrooms. There were three
motivational influences examined among teachers: 1) Utility value, which shows teachers
recognizing the value in implementing diversity curriculums in practice; 2) Attributions with
internal, uncontrollable, and stable factors, which means teachers believe their lack of motivation
and inability were rooted in limitations of existing supports; and 3) Self-efficacy, which
demonstrates teachers’ levels of confidence to teach and manage multiethnic students in
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 112

classrooms. For motivation results, document analysis was not used to determine any middle
school teachers’ motivational influences.
Utility value. As presented in Chapter 2, it is critical that teachers see the value in
multicultural education in practice to successfully achieve the organizational goals. In the
survey, respondents were asked whether they felt multicultural education was important for
native Korean students and multiethnic students respectively on a Likert scale. Each result from
both schools is demonstrated in Figure 10.

Figure 10. Survey responses to recognition of the importance to teach multicultural education
for Korean students in Grace and Heritage Middle Schools.
All the teachers at Grace Middle School considered multicultural education essential for
Korean students, with 50% responding ‘Agree’ and 50% responding ‘Strongly Agree’ as
exhibited in Figure 10.
All Heritage Middle School teachers felt multicultural education was important for
Korean students with about 67% responding ‘Strongly Agree.’
50.0%
50.0%
0.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q11. Multicultural education is crucial for native Korean students.
66.7%
33.3%
0.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 113

Figure 11. Survey responses to recognition of the importance to teach multicultural education
for multiethnic students in Grace and Heritage Middle Schools.
At Grace Middle School, about 96% of teachers answered that they agreed or strongly
agreed that multicultural education was crucial for multiethnic students, while nearly 4% of the
teachers disagreed.
About 91% of the Heritage Middle School teachers agreed that multicultural education
was essential for multiethnic students, while about 9% of them disagreed with the given
question.
No motivation gaps were found among middle school teachers as teachers from both
schools appeared to value multicultural education. According to survey and interview results,
more than 93% of all non-managerial level teachers and 100% of head teachers from both
schools knew the importance of implementing diversity curriculums for all students. Naeun, the
9
th
grade head teacher at Grace Middle School, responded that, “(다문화 학생)들을
가르쳐보고 다문화 이해 교육이 학생과 교사에게 다 필요하다고 생각했습니다” [I thought
multicultural education or understanding multiculturalism is necessary for both students and
46.2%
50.0%
3.8%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q12. Multicultural education is crucial for multiethnic students.
66.7%
23.8%
9.5%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 114

teachers after teaching (multiethnic) students]. Jieun, the head teacher for multicultural
education curriculum, also commented that, “당연한거죠. 왜냐면 더불어 살아야 하는
사회가 되었으니까요. 지금 혼자 살 수 있는 사회는 절대 아니고 특히 우리나라 같은
경우는 인적 자원이 많이 줄어들고 있잖아요. 그러면 같이 나가야 하는데 그러기
위해선 (다문화 교육이) 필요하죠” [Of course, because we live together in the society. Now,
we cannot live alone at all, especially Korea has lost human resources significantly. Then,
(multicultural education) is essential]. Therefore, no motivation gaps were found among middle
school teachers to recognize the value in implementing multicultural education for all students.
However, survey results demonstrated that teachers at multicultural education-centered (MEC)
schools hardly implemented multicultural education topics in classrooms despite knowing the
value in implementing multicultural education as shown in Figure 12.
Q17. I have time allotted in my class to teach diversity

Figure 12. Survey responses to teachers’ allotting time for teaching diversity in class at Grace
and Heritage Middle Schools.
The results showed whether the Grace Middle School teachers have allotted separate time
to teach multicultural curriculums in their classrooms. Only 11.5% of teachers shared the times
with students to manage diversity topics, while the majority of teachers did not allot any time for
it. Also, a little less than 29% of the teachers at Grace Middle School allotted their class time to
teach diversity while about 71% of the teachers did not.
11.5%
88.5%
Yes, I have. No, I have not.
Grace Middle School
28.6%
71.4%
Yes, I have. No, I have not.
Heritage Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 115

According to the survey, only 20% of teachers from both schools allotted separate class
time to teach diversity. Moreover, survey results showed that none of the teachers at either
school considered multicultural education as the most important topic to be taught in secondary
education settings. Teaching multicultural education was ranked fourth and fifth for Grace
Middle School and Heritage Middle School respectively. This finding illustrates that there
should be practical action plans for middle school teachers to increase their motivation
implementing multicultural education topics in classrooms. The recommendations to increase
teachers’ motivation implementing diversity curriculums will be integrated with organizational
recommendations in Chapter Five.
Attributions. With internal, uncontrollable, and stable variables, teachers’ attribution of
implementing multicultural education plays a critical role in increasing or decreasing middle
school teachers’ motivation for implementing multicultural education in classrooms. In
secondary educational settings in Korea, it is necessary to revise existing curriculums and
provide more resources and guidelines to increase teachers’ motivation and ability to implement
multicultural education in classrooms. The survey asked questions asked about the priorities in
secondary education surrounding curriculums, resources, and supports for teachers pertinent to
multicultural education.

84.6%
42.3%
38.5% 38.5%
61.5%
46.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
1 2 3 4 5
1 to 5 in the order of priority
Q14. Number them in the order of importance for a secondary education setting.
(Most important 1-5)
Character education
Consulting students’ academic
and career counseling
Students getting higher scores
Various field trips through club
activities
Grace Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 116

Figure 13. Survey responses to teachers’ priorities in secondary education at Grace and Heritage
Middle Schools. Question 14 asked what the most important issue was among Grace Middle
School teachers. The data showed that approximately 85% of the teachers considered ‘Character
education’ as the most important issue, while no teachers selected ‘Teaching multicultural
education’ as the most important topic in a secondary education setting. ‘Various field trips
through club activities’ was selected as the second most important issue among teachers. The
third highest category was ‘Consulting students’ academic and career counseling’, followed by
the category ‘Students getting higher scores’ in academic tests. About 46% of the teachers at
Grace Middle School selected ‘Teaching multicultural education’ as the least important topic for
a secondary education setting, while no teachers chose ‘Character education’ as the least
important category.
In Heritage Middle School, about 76% of the teachers answered ‘Character education’ as
the most important issue, while no teachers chose ‘Various field trips’ as the top priority. The
second and third highest categories were ‘Consulting students’ academic and career counseling’
with about 39% and 33% respectively. The category ‘Various field trips through club activities’
was picked for both fourth and fifth categories with about 38%, while ‘Teaching multicultural
education’ was not picked for any in the order. Generally, ‘Teaching multicultural education’
76.2%
38.1%
33.3%
38.1% 38.1%
28.6%
33.3%
23.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
1 2 3 4 5
1 to 5 in the order of priority
Character education
Consulting students’ academic
and career counseling
Students getting higher scores
Various field trips through club
activities
Teaching multicultural
education
Heritage Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 117

appeared as the least important category for teachers in a secondary education setting at Heritage
Middle School.

Figure 14. Survey responses to academic difficulties for multiethnic students in teachers’
perspectives at Grace and Heritage Middle Schools. The figure outlines the results of a question
asking about major obstacles which multiethnic students are facing from the teachers’
perspectives. At Grace Middle School, 62% of teachers pointed out that ‘Language barriers’
hinder multiethnic students’ learning. Second, the category ‘Absence of background knowledge’
was selected with about 23%. Third, the teachers answered ‘Comprehension limitations of
subject knowledge’ obstructs multiethnic students’ high academic achievements. Twenty-three
percent of teachers chose ‘Cultural difference’ and ‘Lack of social skills’ respectively.
61.5%
30.8%
23.1%
23.1%
23.1%
38.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
1 2 3 4 5
1 to 5 in the order of priority
Q19. What major obstacles, if any, do multiethnic students experience that hinders high
academic achievement? Please number the order of difficulties for multiethnic students.
(Most difficult 1-5)
Language barriers
Comprehension limitations of subject
knowledge
Absence of background knowledge
Cultural difference
Lack of social skills (eg. asking questions
to teachers, discussing with friends etc.)
not answered
71.4%
47.6%
28.6%
38.1%
28.6%
33.3%
28.6%
38.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
1 2 3 4 5
1 to 5 in the order of priority
Language barriers
Comprehension limitations of subject
knowledge
Absence of background knowledge
Cultural difference
Lack of social skills (eg. asking
questions to teachers, discussing with
friends etc.)
Grace Middle School
Heritage Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 118

In Heritage Middle School, approximately 71% of the teachers considered ‘Language
barriers’ as the major obstacle hindering multiethnic students’ high academic achievement. The
category ‘Comprehension limitations of subject knowledge’ was chosen as the second biggest
obstacle for multiethnic students earning high academic achievements with about 48%, followed
by the category ‘Absence of background knowledge’ with about 38%. About 38% of the
teachers at Heritage Middle School chose the category ‘Lack of social skills’ as the last obstacle.
Q20. I need more multicultural contents and supplements related to each subject in practice.

Figure 15. Survey responses to teachers in need of additional resources at Grace and Heritage
Middle Schools. As show in Figure 15, approximately 92% of the teachers at Grace Middle
School answered that they need more multicultural contents and supplements pertinent to each
subject, while about 8% of them indicated they did not need more resources.
The data exhibits the survey results about requiring more classroom resources for the
teachers at Heritage Middle School. All teachers who participated in the survey (100%)
answered that they need more multicultural resources for each subject.
Q21. I have XX hour in-service government programs per year to learn how to make inclusive classrooms.

92.3%
7.7%
Yes, I do. No, I do not.
Grace Middle School
100.0%
0%
Yes, I do. No, I do not.
Heritage Middle School
46%
19%
23%
12%
never 1~9 hours more than 10
hours
no answered
Grace Middle School
38.1%
19.0%
28.6%
9.5%
4.8%
never 1~10 hours 11~20
hours
more than
21 hours
not
answered
Heritage Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 119

Figure 16. Survey responses to average hours of taking teachers training pertinent to
multicultural education at Grace and Heritage Middle Schools. The total participants from Grace
Middle School for this question was 26. The median of the survey results was one, while the
average hours of attending in-service programs was 4.48 hours among the teachers at Grace
Middle School. The standard deviation of the survey results was 5.8, while the minimum and
maximum years of teaching were between zero and 15 hours each. About 46% of the teachers
answered that they never took any teacher training programs provided by government
organizations. Nineteen percent of the teachers who received government training from one to
nine hours. Twenty-three percent of the teachers indicated that they joined more than 10-hour
training programs, while 12% of the teachers did not answer to this question.
In Heritage Middle School, the total participants for this question was 21. The median of
the survey results was five, while the average hours of attending in-service programs was 9.1
hours among the teachers at Heritage Middle School. The standard deviation of the survey
results was 5.8, while the minimum and maximum years of teaching were zero and 30 hours
each. Approximately 38% of the teachers answered that they never participated any teacher
training programs offered by government organizations. Nineteen percent of the teachers
participated in government training from one to 10 hours. About 28.6% of the teachers answered
that they joined from 11 to 20 hours of training programs, while there was 9.5% of the teachers
who received more than 21-hour training programs. About 5% of the teachers did not answer
this question.
According to the survey data, over 96% of non-managerial level teachers from both
schools needed more multicultural contents and supplements related to each subject in practice.
Furthermore, according to survey results from the open-ended questions, about 30% of all
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 120

teachers from both schools indicated they needed to have more Korean as a Second Language
(KSL) programs to help teachers and multiethnic students. Approximately 36% of all teachers
from both schools claimed there should be more cultural programs while about 19% of teachers
responded that current national curriculums should be revised to include more multicultural
topics and activities. Finally, approximately 15% of teachers mentioned that more financial
supports and peer supporting programs were required for teachers to make diversity inclusive
educational settings. In addition, one of the respondents teaching the Chinese language at Grace
Middle School noted that she helped the math teacher in the same school translate key terms and
find some math textbook materials in the Chinese language during last winter vacation. Two
teachers collaborated voluntarily since they did not have resources and supports to teach
multiethnic students. The action of the teachers implied they had a passion to work together to
search for additional information and create their own supplement materials. However, if
individual teachers did not have extra time for researching additional supplements for
multiethnic students, they would end up with being demotivated to teach multiethnic students
with the same level of content for Korean students. The findings revealed that teachers needed
more supplements, resources, and inclusive curriculums to teach and support multiethnic
students with more practical knowledge and skills.
According to interview results, all head teachers from both schools concurred that
teachers would be more willing to teach and support multiethnic students if they owned more
supports. Arim responded, “전체적으로 교육부에서나 교육청에서 다문화 주제를 교과를
어떻게 운영해라하고 매뉴얼이 내려온 건 없어요. 서울시 교육청에서 이번 연도부터
학교에 15% 이사의 다문화 학생이 있으면 특별 학급을 운영하기로 시작했거든요, 그
특별 학급 운영에도 매뉴얼이 정해져 있지 않아요. 그냥 운영하라는 거지. 그러니까
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 121

선생님 개인이나 학교적으로 노력이 따로 많이 필요하죠” [There are no specific manuals
for all teachers and schools how to implement diversity topics with subject contents from the
MoE or the regional office of education. This year, the Seoul Metropolitan Office of education
started special classes for schools with more than 15% of multiethnic students. However, there
is no manual how to manage special classes. They are implying just do it. As a result, individual
teachers and unit schools are asked to put their own effort and resources]. Hyemin, a head
teacher of the KSL curriculum at Grace Middle School, elaborated with personal examples at her
school:
다문화 학생들을 지원해 달라고 많이들 요청하시고 말씀하세요. 이제 가장 시급한
게 뭐냐면 수행평가. 요즘에 수행 평가 비중이 높아지는 추세이거든요. 지필 같은
경우는 어차피 그것이 아이들이 시험을 보고 성적으로 나오니까 어쩔 수 없는데.
수행평가는 아이들이 이게 뭔지도 모르는 경우가 많거든요. 그래서 실제로 한국어
학급에서는 수행을 아이들을 저희들이 하나하나 도와주고 있는 입장이에요. 원래
가르치시는 선생님들이 이제 이런이런 수행이 있고 이 정도까지는 아이들이 할 수
있다는 정보를 전달해서 저희가 어느 정도 도움을 둬서, 제출하는데 의의를 두죠.
아예 제출하지 않는 경우도 많거든요 왜냐하면 뭘 해야 하는지 몰라서. (…)
선생님들 입장에서는 답답한 면이 있으니까 어휘적인 부분이랑 전달 같은 거에서
요청을 하시죠”
[Many teachers in my school are asking supports from us. The urgent issue is
performance assessment. These days, the portion of performance assessment is
increasing. Teachers cannot provide additional supports for written tests since
multiethnic students get scores from what they know. (However, performance
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 122

assessment is based on the evaluation of what multiethnic students do academically in
classes.) As a result, in the KSL classes, teachers teach are asked to help multiethnic
students what they should do for performance evaluations for certain subjects. Each
subject teacher gives us information about what multiethnic students should do and what
levels of outcomes they can make. We put meanings for multiethnic students to submit
their work because there are multiethnic students who even try since they do not know
what to do. (…) So, teachers ask us to help because they feel heavy with difficulties in
teaching the Korean language and giving information or so].
The interviews revealed that teachers in both MEC schools could take actions by having
and creating their own additional recourses and supports within the schools. However, the
findings implied there was a motivational gap among middle school teachers due to limitations
of existing curriculums and resources to teach and support multiethnic students in class.
Self-efficacy. Reviewed in various literature, middle school teachers’ self-efficacy is a
critical influencer to implement multicultural education in classrooms. Questions 10 and 15 are
shown below.

3.8%
53.8%
42.3%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q10. I can provide instructional activities to help multiethnic students develop strategies
for dealing with various confrontations such as isolation and bullying etc.
0.0%
81.0%
19.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 123

Figure 17. Survey responses to teachers’ competency of providing social support for multiethnic
students at Grace and Heritage Middle Schools. The data describes the results of a survey about
teachers’ competence level of providing instructional activities for multiethnic students to
resolve everyday conflicts in classrooms at Grace Middle School. Approximately 42% of the
teachers disagreed with the statement, while about 58% of them showed their competence of
handling aggravated situations when multiethnic students fell into trouble.
As presented in Figure 17, about 19% of the teachers at Heritage Middle School
answered they could not provide instructional activities for multiethnic students, while about
81% of the teachers felt competent to provide information, supplements, and activities for
multiethnic students with confrontational issues.

Figure 18. Survey responses to teachers’ competency of teaching both Korean and multiethnic
students in one class at Grace and Heritage Middle Schools. In Grace Middle School,
approximately 62% of the teachers did not think they were confident enough to teach both
students in a classroom, while 38% of them were comfortable of teaching both students in same
classrooms.
7.7%
30.8%
53.8%
7.7%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q15. I am confident teaching multiethnic and native Korean students in the same class.
4.8%
47.6%
42.9%
4.8%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 124

In Heritage Middle School, approximately 48% of the teachers did not feel they were
confident enough to teach both students in a classroom while 52% of them were confident.
As demonstrated in the literature review, teachers’ self-efficacy plays a critical role to
teach and support multiethnic students. According to results from survey and interviews,
approximately 80% of all middle school teachers from the public middle school were not
confident enough to deal with diversity topics in academic situations and to teach and support
multiethnic students academically. As shown in the knowledge influences about knowing how
to improve multiethnic students’ academic achievements, survey results from Grace Middle
School illustrated that teachers had low self-efficacy because they did not have knowledge and
practical skills to connect diversity topics into subject topics. During the interview, Naeun
defined her motivation based on skills by saying, “교과목과 다문화 주제를 연결해서
가르치는 부분에서 잘하지는 않지만 뭔가를 해보려고 하는 편인거죠. 부장이다 보니까
자료나 가이드 라인을 제공해야 될 때도 있구요 (…) 선생님들이 싫어하지만,
선생님들이 먼저 변해야 되거든요. 선생님들이 먼저 다문화에 대한 인식 개선에 대한
교육이 많이 되어야 되고, 수업에 활용될 수 있는 방법들을 고민해야 한다고
생각해요. ” [I do not think I am confident enough to connect subject contents and diversity
topics, I just try to do something. Also, I am a head teacher to provide resources or guidelines
for other teachers. (…) I know teachers hate this but I think teachers should change first. I
think teachers should improve their recognition of multiculturalism by training. Also, I think
they should study and research how to apply multicultural topics in class]. Her response implied
that she could not evaluate her proficiency based on what she had done so far. This might be
because she could not distinguish whether it was correct because she did not have feedback from
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 125

others and she was not evaluated as well. Also, she felt obligated to provide guidelines and
resources for other teachers since she was a head teacher, which implied that non-managerial
level teachers who were not obligated to provide resources might not be motivated to be as
knowledgeable as her. Finally, she indicated that teachers were not knowledgeable to apply
multicultural education in classes.
Although she taught multiethnic students for about 20 years, Eunju was not motivated to
promote her knowledge and skills, not because of the specific educational settings in her school,
but because she did not know there was a significant gap between students. She admitted that
she recognized there was a language difficulty for multiethnic students, but she implied that she
did not necessarily believe there should be other supports. From the answers received during her
during the interview, this researcher could be assured she was not motivated to implement
diversity topics in academic circumstances to teach and make inclusive classes for multiethnic
students. Finally, all head teachers indicated that sharing knowledge and skills from well-
experienced teachers would help middle school teachers increase their knowledge, which would
increase their motivation to implement multicultural education in their classes. Therefore, the
evidence showed that there was a motivation gap among teachers to connect diversity topics in
academic situations and to teach and support multiethnic students academically.
Organizational Results and Findings
This section describes the results from document analysis, a survey, and interviews
examining the teachers’ organizational model and cultural settings for middle school teachers to
create diversity inclusive educational settings. First, various types of publicly accessible
government documents and news articles were examined over a decade, from 2008 to 2018.
Next, non-managerial level teachers were asked to describe their organizational circumstances
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 126

and cultures pertinent to multicultural education and multiethnic students to teach diversity-
related topics and support all students in a proper manner in secondary education. Lastly, head
teacher interview results for teachers’ organizational influences will be presented with the
findings.
Promoting multicultural education among teachers. School settings and professional
development for middle school teachers from the Ministry of Education (MoE) play critical roles
to increase teachers’ knowledge and skills and their motivation to implement multicultural
education curriculums in classrooms in Korea. Therefore, document analysis, a survey, and
interviews were reviewed to examine what levels of supports were currently provided for middle
school teachers in various organizational settings.
Documents. Documents can broaden researchers’ perspectives by examining publicly
accessible data (Merriam & Tisdell, 2016). There were approximately 11 Ministry of Education
(MoE) announcements with year planning. This study was focusing on observing 1) how the
concept of multicultural education has changed in government documents; 2) how the related
policies have changed; 3) how the MoE has built supports and resources for teachers; and 4)
what types of policies and professional developments have built from 2008 to 2018.
Announcements with planning. Generally, the Ministry of Education announces year
planning with visions, goals, strategies, policies, and evaluations of the previous year policies.
There were 11 announcements from the MoE from 2008 to 2018 used in this study. This specific
period covered both the First Basic Plan for Immigration Policy (2008-2012) and the Second
Basic Plan for Immigration Policy (2012-2017), which covered related policies and strategical
approaches for immigrants in many aspects including education.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 127

The First Basic Plan for Immigration Policy period (2008~2012). During the First Basic
Plan, the general understanding of the on-going issues of having multiethnic students in
education appeared in the documents. In 2008, the announcement stated the MoE was planning
to build two different teacher training programs, one for administrative positions and one for
general teachers. No specific details were presented but planning for an upcoming year. Also,
the National Center for Multicultural Education (NIME) was designated as an institution for all
multicultural education-related tasks. Overall, the document described how the MoE would
investigate teaching and learning conditions for multiethnic students, build analysis database,
organize task forces, and build the foundation of multicultural education.
In 2009, the MoE announced how they would come up with the mid and long-term plans
for multicultural education with the Korea Institution of Curriculum and Evaluation (KICE).
One of the significant organizational impacts was building 다문화 거점 학교[Damunhwa
Kŏ jŏ mhakkyo] (Multicultural education stronghold schools, MESS), which were in charge of
teaching and supporting multiethnic students initially in a local unit. However, most of them
were for elementary schools. Finally, the MoE developed two teacher training programs with a
30-hour program and a 60-hour program with incentives for teachers. Here, the document
indicated the solutions came out to resolve the on-going issues in the field of education.
In 2010, the MoE focused on customized educational formats according to the increasing
number of multiethnic students as reinforced in teacher training. Principals, vice principals, and
college counselors were asked to take 30 or 60-hour training programs to provide academic
supports for multiethnic students. Also, a few bilingual teachers and counselors were assigned
several schools in needs. Furthermore, “Wee centers” launched which trains and manages
multiethnic students who were born internationally but live in Korea. However, the document
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 128

revealed the lack of research and programs, both for teachers and students, as well as a lack of
connections between research and education practice.
Similar background in the necessity of developing multicultural education was examined
in the 2011 announcement. In the document, the details of the weaknesses of the previous
policies were listed with possible threats rooted in them. The first weakness mentioned in the
2011 announcement was that there was no department in charge of multicultural education. In
addition, the document indicated that they were short of analysis for different types of
multiethnic students and approaches to teaching them. For professional development,
government planning in 2011 focused on expanding classes to teachers’ colleges and public
colleges of education. However, most of the planning was focused on elementary school
education. Finally, teaching Korean as a Second Language (KSL) programs were implemented
in MESS.
In 2012, the slogan for the Ministry of Education changed to “한 명의 학생도 놓치지
않는 다문화 친화적 학교 육성” [Han myyŏ gŭ I haksaengdo Noch’iji Annŭ n Damunhwa
Ch’inhwajŏ k Hakkyo Yuksŏ ng] (Fostering multicultural friendly schools with no children left
behind). This year, Korean language learning was emphasized with KSL courses. After school
programs and vacation programs with self-directed learning and mentoring were implemented to
improve multiethnic students’ academic achievements.
In 2012, 다솜학교 [Dasomhakkyo] launched to provide vocational education for
multiethnic students in addition to increasing the number of 글로벌 선도학교 [Global
Sŏ ndohakkyo] (Global leadership schools), which was previously named as MESS with 10
secondary schools (out of 120 elementary to high schools).
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 129

For professional development, the MoE published three manuals about guiding
multiethnic students for preliminary teachers and current teachers: 1) 학적관리 매뉴얼
[Hakjŏ kgwanri Maenual] (School register administration manual); 2) 생활지도 매뉴얼
[Saenghwaljido Maenual] (Life guidance manual); and 3) 학부모 상담용 학교 용어 사전
[Hakbumo Sangdamyong Hakkyo Yongŏ Sajŏ n] (School terminology dictionary for counseling
multicultural parents). All three manuals for teachers informed multiethnic students about
general school life and administrative procedures for teachers rather than supplements for
teachers with subject-specific educational materials. For training programs, 다문화교육
이해과정 [Damunhawkyoyuk Ihaekwajung] (Courses of understanding multicultural education)
opened for both novice teachers and experienced teachers. The MoE planned that this program
was supposed to be developed as one of the recommended courses for general teachers.
However, this program was ended up as a mandatory course just for the teachers in Global
Leadership schools. Furthermore, the MoE set incentives for colleges and universities, which
opened the courses pertinent to multicultural education when they had an annual evaluation,
which was 교원양성기관 평가지표 [Kyowŏ nyangsŏ ngigwan P’yŏ nggajipyo] (Evaluation index
of teacher training institute).
Finally, the details of how to network with other governmental departments were
included in the 2011 announcement. The document stated that terminology maintenance should
be drawn among the departments. The unified system of the statistical survey was required
among the MoE, the Ministry of Justice, and the Ministry of the Interior and Safety.
In reviewing the announcements from 2008 to 2012, there were several issues
categorized as “weakness” of the previous policies concerning multicultural education in the
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 130

announcement: 1) lack of human resources, budget, laws, and policies pertinent to multicultural
education; 2) lack of multicultural education curriculums and programs for Koreans; 3) lack of
systematic networking with other government institutes such as the Ministry of Justice and the
Ministry of Gender Equality and Family; and 4) missing professional development for teachers.
The document analysis from 2008 to 2012 found that the wording in the annual announcements
hardly changed, which can be interpreted by the actions taken were to appease the situation for
middle school teachers at the organizational level. However, there were some changes: 1)
having two mainstream teacher training programs, 2) three general manuals books, and 3)
incentives for taking teacher training related to multicultural education.
The Second Basic Plan for Immigration Policy period (2013~2018). During the Second
Basic Plan, the announcements demonstrated the effort of the MoE to reflect the opinions of
teachers in practice. In 2013, the document illustrated the necessity of preemptive educational
policy pertinent to multiethnic students. The report analyzed the outcomes of the previous year,
2012. First, only 79% of international born multiethnic students attended a public school.
However, the specific data of what level of education (elementary, middle, or high school) had
what percentage of attendance was not given. Second, only 4% of all teachers took teacher
training nationwide while there was 77% among all schools had more than one multiethnic
student nationally. Third, the evaluation in the document recognized that the effectiveness and
efficiency of the multicultural education-related policies stayed low because of the lack of
organization communication channels between the MoE and regional education offices.
A summary of research about the three leading causes of declining public school
enrollments among international born multiethnic students was also presented in the 2013
announcement. First, multiethnic students indicated it was hard for them to attend a school
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 131

because of academic challenges, peer relationships, and family circumstances. Furthermore, the
characteristics of international born multiethnic students in academics were also presented in the
document: 1) lack of Korean language competency but fluent in their mother tongues; 2)
significantly underachieved academic ability especially in Science and Social Studies; 3)
difficulty adapting to Korean culture and adoptive parent; 4) identity crisis; and 5) difficulty
assimilating to Korean society.
For the first time, the document differentiated root causes of low academic achievements
and low matriculation rates between international born multiethnic students and foreign students.
The root causes of low academic achievements and low matriculation rates for foreign students
included 1) having low socio-economic family backgrounds; 2) parents’ low Korean language
competency; 3) students’ low Korean language competence particularly in reading and writing in
the subjects such as Social Studies, Science, and Korean language; and 4) experiencing
discrimination because of the physical, national, and language differences.
The assessment presented in the 2013 document also described the feedback of
multicultural education from teachers in practice. First, teachers indicated improving awareness
among Korean students, teachers, and parents should have been prioritized to implement
multicultural education in classrooms. Second, teachers claimed that human resources to support
multiethnic students should be increased. Third, increasing the numbers of MEC schools, as
well as Global leadership schools, should be required among teachers. Next, teachers asked to
develop textbooks with various languages, textbooks for KSL classes, and manuals of supporting
multiethnic students. Finally, teachers in practice required holistic support for multiethnic
students, including their families, by making comprehensive and inclusive programs for
multicultural parents.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 132

In the 2013 announcement, professional development programs are revised in several
ways. First, multicultural education courses for managerial level teachers became mandatory.
Second, the MoE planned to make a 7-hour basic teacher training course compulsory for
teachers, which would be taken once every five years. Next, the government intended to make
multicultural education courses required for all certified teachers. Finally, for pre-service, the
administration supported opening different classes for pre-service teachers in colleges in
education. However, there was no distinction between what types of courses would be open for
elementary school teachers and secondary school teachers.
The announcement and planning document in 2013 demonstrated various revisions and
details with plans. However, there were few details of how the government would provide
professional development for teachers at their convenience and what courses would be included
for teachers with different grades and schools. Furthermore, there were no additional manuals
and supplements for teachers developed in 2013, while the need of networking with other
government institutes still existed.
In the 2014 document, government planning did not demonstrate any significant changes
in professional development or organizational level changes and networking. The report still
mentioned providing classes with various topics related to multicultural education in online and
off-line teachers training programs, but the document did not detail any of the planning. The
naming of teacher training programs and multicultural education-centered schools kept changing,
but no outcomes were shown in the document.
In 2015, the annual planning stated several achievements from the previous
implementation. First, the number of MEC schools expanded from 80 to 100 while there were 9
MEC schools in Seoul. The increasing support for KSL classes, textbooks, and supplements
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 133

were mentioned along with developing evaluation tools of multiethnic students’ Korean
language competences. Here, low academic achievements among multiethnic students also
remained with their low Korean language competency. Furthermore, the document elaborated
the role of local learning clinic centers for multiethnic students to revise their policies and
academic circumstances following each regional characteristic.
For professional development, the MoE planned to set evaluation standards for pre-
service teacher training programs, as well as provide 15-hour basic training program and 30-hour
intensive training programs for the teachers in charge of multiethnic students. In addition to two
training programs, there were two-hour mandatory qualification training for all teachers to
understand multicultural education. Most of the previous training programs were maintained in
2015, with additional online training programs about understanding multicultural education and
education for multiethnic students and its practice added. However, there were no
differentiations in topics and courses for teachers in different academic levels.
Also, the MoE held multicultural education forums to promote Koreans’ understanding
and acceptance of multiculturalism. The statistics presented in the document showed there was
an improvement of understanding multiculturalism and acceptability of foreigners among Korean
students. However, the statistics did not indicate whether the results were based on the concept
of foreigners as visitors or neighbors. Finally, networking among the government organizations
was still urged to reinforce related supports and promote the consistency in multicultural
policies.
In 2016, similar awareness of problems related to multicultural education were stated in
the annual report. The document illustrated that there was approximately a 10% increase of
MEC schools without mentioning which schools and regions. The MoE pushed to develop
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 134

textbooks about Korean cultures, while allocating special teachers in charge of exclusive classes
for multiethnic students. However, the document did not mention about how the budget would
be allocated to support multiethnic students in rural regions that do not having enough financial
support.
For the professional development for teachers, there were limited changes except the
establishment of 18-hour of strategic management courses added to the 15-hour program and 30-
hour programs for in-service training. Furthermore, several manuals and supplement for teachers
were developed.
In 2017, the slogan changed to “다름을 인정하는 교육, 다문화시대 인재 육성”
[Darŭ meŭ l Injunghanŭ n Kyoyuk, Damunhwasidae Injaeyuksung] (Education recognizing
differences, Fostering talented students for the multicultural era). Finally, the collaboration with
the Ministry of Justice reached a deal so that teachers and practitioners could obtain background
information about international born multiethnic students. However, lack of networking among
other government organizations was still recognized as a problem in the 2017 annual planning by
the MoE. To improve multiethnic students’ academic achievements, the MoE planted mentoring
program with college students, developed supplementary books of vocabulary and key concepts
for each core subject starting from the Korean language and social studies subjects, and
established afterschool programs and learning clinic centers.
A variety of incentive systems were created for schools, teachers, and colleges of
education to promote diversity inclusive mindsets and environment in educational settings along
with some improvements in teacher training programs. For professional development, pre-
service teacher training programs were emphasized by categorizing the training programs into
three areas: teaching practice, voluntary work, and guiding multiethnic students. To promote
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 135

practical knowledge and skills among teachers, the MoE chose a leading group of teachers who
were well experienced working with multiethnic students to share their experience and
knowledge. Also, study groups among teachers were encouraged to develop supplements.
However, establishing study groups depended on teachers’ voluntariness of interests and
motivation on multicultural education. In the 2017 announcement, the needs in the
systemization of teacher training programs increased to promote efficiency and transferring
knowledge from the training programs. To raise awareness of multiculturalism among Korean
students, extra activities during the week of “세계인의 날” [Syekyeinŭ I Nal] (Together Day)
were strongly recommended for schools. However, no additional supplement or guidelines for
managing activities was given for teachers.
In 2018, the annual planning document displayed a similar analysis of the importance of
implementing multicultural education. The report raised awareness of implementing anti-bias
education by illustrating the results from the World Value Survey (WVS). The 2013-2014 WVS
revealed that about 44% of Korean students had xenophobia, which placed Korea 53
rd
out of 58
countries. The results contradicted of the research in 2015, which claimed that Korean
adolescents had positive feelings toward foreigners. Therefore, the evaluation standard can be
reasonably doubtful.
In the document, the term Kosian appeared for the first time, which is the compound
word for both Korean and Asian. The document reported that the majority of multiethnic
students were Kosian, having one of their parents from other Asian countries. Since multiethnic
students represented almost 2% of all students, the MoE urged increased awareness of
multiculturalism among Korean students and planned to establish a systematical roadmap in
education in the 2018 announcement.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 136

To support the teachers in MEC schools more systematically, “다문화교육
중앙지원단” [Damunhwakyoyuk Joongangjiwondan] (Multicultural education support group)
were established with about 70 experts in the field. The key roles of the support group were: 1)
supporting teachers in MEC schools; 2) training teachers; and 3) supporting offices of education
in rural areas. Along with the support group, most of the professional development for pre-
service and in-service programs stayed with the previous policies. Also, the 2018 annual
planning document categorized multiethnic students with domestic born multiethnic students,
international born multiethnic students, and foreign family multiethnic students. By classifying
the types of multiethnic students, the laws and policies were elaborated in the document to
provide proper educational supports for each multiethnic student.
The document analysis from 2013 to 2018 found that there were some revisions in
professional development, and categorization of multiethnic students by their academic needs
based on related laws and policies. However, weak networking between government agencies,
no obligatory pre-service and in-service programs, and a lack of developing resources for
teachers was still found in the documents. Also, some contradictory results were shown in
reports implying that the evaluation standard might not have been firmly established. Therefore,
there was no indication of significant progressions and changes impacting in education practice
in the annual planning documents, except modifying the current programs and changing words.
Results from the document analysis and a survey revealed that it is necessary for public
middle school teachers to share a culture of supporting each other to implement diversity
inclusive topics and activities in classrooms. Document analysis demonstrated that there was
one incentive system implemented in 2009 for teachers who volunteered to move to multicultural
education-centered (MEC) schools. The incentive was based on earning extra credits for
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 137

promotions (teachers can also earn credits as time goes by), volunteering for underrepresented
schools in rural areas, or taking additional training programs (Gyeonggi Provincial Office of
Education, 2019). However, document analysis proved that the incentive system giving extra
credits for teachers hardly impacted the education practice since there was no report given that
teachers were willing to volunteer to move to MEC schools.
Surveys. Surveys were administered to non-managerial level teachers to observe cultural
and organizational environments, as well as their understanding of multicultural education. In
addition to the questions presented in the previous sections, the results from questions 7, 16, 22,
23, and 24 are described below to examine teachers’ cultural and organizational environments
teaching multiethnic students.

Figure 19. Survey responses to teachers’ awareness of discrimination multiethnic students at
Grace and Heritage Middle Schools. In Grace Middle School, approximately 88% of teachers
stated that they were sensitive to potential stereotypical and prejudicial content, while about 12%
disagreed with the statement.
11.5%
76.9%
11.5%
0%
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middle School
Q7. I am sensitive about potential stereotypical and/or prejudicial content.
23.8%
66.7%
9.5%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 138

In Heritage Middle School, the graphic illustrates how the teachers perceived their
potential discriminative content. About 90% of teachers agreed with the statement that they
owned the cultural sensitivity in content, while about 10% of the teachers did not agree.

Figure 20. Survey responses to general understanding of multicultural education in Grace and
Heritage Middle Schools. In Grace Middle School, approximately 77% of teachers stated that
teaching multicultural education as a major topic in class was recognized as important among
their students, parents, teachers, while about 19% disagreed with the statement in the question.
In Heritage Middle School, overall, 86% of teachers agreed or strongly agreed with the
statement, while about 10% of teachers considered teaching multicultural education not as
important among students, parents, and teachers. Furthermore, about 5% of teachers strongly
disagreed that they shared the value of teaching multicultural education with students, parents,
and teachers.
Based on survey results, approximately 18% of non-managerial level teachers from both
schools indicated that teaching multicultural education as a major topic in class was recognized
as important among students, parents, and teachers. On the other hand, all four head teachers
3.8%
19.2%
57.7%
19.2%
0.0%
not answered
Strongly agree
Agree
Disagree
Strongl disagree
Grace
Middle School
Q16. Teaching multicultural education as a major topic in class is also recognized as
important among students, parents, and teachers.
19.0%
66.7%
9.5%
4.8%
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 139

from Grace Middle School claimed that they had less support from their colleagues. During the
interview, Hyemin responded, “제가 연수에서 느끼는 부분은 초등보다는 중등 선생님들이
다문화 아이들을 대할 때 더 힘들어 하시고, 어떻게 접근해야 할지 모르시는 경우가
많아요. 그래서 공감대를 끌어내기도 좀 힘든 부분이 있어요” [What I feel from joining in
teacher training is that middle school teachers feel more difficulties when they manage
multiethnic students and do not know how to approach to them than elementary school teachers.
So, it is hard for me to draw common sense from other teachers]. Jieun, the head teacher for
multicultural education curriculums, elaborated:
협조적이었으면 좋겠어요. 근데 이제 약간 커뮤니케이션이 안되요. 그러니까 왜
업무를 맡은 사람과 그렇지 않은 사람은 체감이 좀 다르잖아요. 업무를 안
맡으신 분들은 이게 일종의 그 아이들만을 위한 혜택이라는 생각을 하시는
경우가 굉장히 많아요. 지금은 그 정도는 아닌데, 같이 가는 교육인데도, 여전히
일부 선생님들은 너무 많은 경제적이든 뭐든 투자가 너무 한쪽에만 집중되는게
아니냐 하시면서 비협조적이신 분들이 계시죠” [I wish they were cooperative.
There are some communication difficulties. Obviously, there is a difference between
teachers whether they are in charge of the task or not. For the teachers who are not in
charge of multicultural education curriculums, it is quite often for them to think this is a
benefit only for multiethnic students. Currently, the situation got improved as the
multicultural education is for all students. Still, there are some teachers who are not
cooperative telling that too much financial and other supports are putting just for certain
students].
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 140

From both responses, it is clear head teachers teaching multiethnic students in public middle
schools experience less participation from other teachers because of their lack of sympathy and
communication, as well as prejudice and bias toward multicultural education. Furthermore,
teachers who are not in charge of multicultural education feel less burdened and involved in the
process of leading multicultural activities at school, as shown Boram’s response:
지금 우리 학년 부장들 사이에서도 우리가 하자 뭐 이런 게 없고, 국제
이해부에서 어려움이 많으실 거에요. 우리는 협조하려고 하는데도 주도적인
업무는 그쪽에서 다 하시니까요 [Among the head teachers, we are not volunteering
for doing something for multiethnic students. It might be difficult for the teachers in the
department of multicultural education curriculum because they are leading the main tasks
while we try to cooperate with them].
Also, Naeun indicated that not having well-experienced teachers brought adversities to
implement diversity inclusive topics and activities in classrooms since novice teachers did not
have much knowledge and skills to teach and manage students. Naeun stated:
다문화 아이들을 어떻게 지도할 것인가 이걸 담임들이 같이 협의를 많이 해야 될 것
같고, 어떤 실제적인 도움을 주어야 할 것인가 이런 걸 고민해야 될 것 같은데, (…)
저희 학교는 특히나 다문화 아이들이 많다고 해서 선생님들이 많이 안 오는
학교에요. 그래서 7개의 반이 있는데 제가 부장이지만 한 명은 신규 받아서 올
사람이고, 두 사람은 2년 차, 나머지 두 사람은 교직 생활이 3년 차 밖에 안 돼서
교직 경험이 아직은 많지 않다 보니까 협의가 어려운 부분들이 많죠 [I think
homeroom teachers should put more time to discuss how we are going to teach
multiethnic students and what practical support should be given for them. (…) In
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 141

particular, my school has lots of multiethnic students so few teachers volunteer to come
and join. So, I am the head teacher but I have one new teacher without teaching
experience coming this academic year, two teachers with two-year experience of
teaching, and other two with three years who are novice teachers for all seven classes in
the 9th grade. So, it is hard for me to consult with the teachers because they do not have
much experience in education].
Teachers usually did not volunteer to come to MEC schools and it was hard to make a chance to
share knowledge and skills among teachers. On the contrary, all of the head teachers from
Heritage Middle School claimed they shared a culture of supporting each other to implement
diversity inclusive topics and activities in classrooms. Minsu stated, “당연히 협조할 수 밖에
없죠. 자기 반에 다 다문화 애들이 있으니까, 당연히 관심 가지시고, 신경 쓰시고.
오히려 일반 아이들보다 신경을 더 많이 쓰시죠” [Of course, they cannot help but cooperate
with each other because all teachers have multiethnic students in their homeroom classes. They
naturally pay attention to them and care about them. Sometimes, they care more than other
Korean students]. Arim also responded, “역사 같은 민감한 주제의 교과 내용이 나올 경우,
교과 선생님들끼리나 학교 전체 사례를 통해서 이렇게 지도하시면 됩니다 라는 걸 학교
자체 선생님들끼리 공유합니다” [When it comes to teach sensitive historical topics, the
teachers in the same subject division share individual knowledge and skills or examples from the
school]. Some head teachers in Heritage Middle School highlighted the regional characteristics
of their school, as well as being a private school, as found in Eunju’s response:
저는 처음부터 이 학교에 20 년 동안 있었어요. (…) 이 지역이 그런 아이들이
많아서, (…) 다문화 정책 학교는 제가 보기에는 숫자적으로 다문화 학생이 많은
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 142

학교들이잖아요. 여기는 한 반에 한 두 명은 다문화 학생이 있기 때문에 특별히
선생님들이 어려워 하시는 건 없는 것 같아요. (…) 여기 지역 특수성도 있고
그렇기 때문에 선생님들이 많이 협조적이세요. [I started my teaching career here and
stayed for 20 years in this school. (…) This region has a lot of multiethnic students (…)
while other multicultural education-centered (MEC) schools are being assigned simply
they numerically have multiethnic students. In our school, we have at least one or two
multiethnic students per class, teachers do not seem like have difficulties. (…) Because
of the unique distinction of the school region, teachers are very cooperative].
As seen in the interview from the two schools, Heritage Middle School is a private school where
teachers do not need to be appointed to leave in three to five-year periods while Grace Middle
School have to let their experienced teachers go and take randomly placed teachers. The teacher
rotation seemed to play an important role to create a shared culture and belief among teachers
since senior teachers already had know-hows about teaching and supporting multiethnic students
as well as created a shared culture and support of building diversity inclusive educational settings
at school. However, in a public school like Grace Middle School, it seemed impossible to share
a culture of supports among teachers because of the frequent teacher rotation created different
shared beliefs and cultures with different teachers every year. The findings indicated that middle
school teachers in public schools did not own a culture of supporting each other since they were
limited to a certain amount of years at schools and understanding the nature of multiethnic
students according to certain regional characteristics, student types, and school formats.
Improving professional development for teachers. Professional development is an
effective way for teachers to acquire new knowledge and skills. The teacher’s guide in Korea
usually includes key topics, additional activities, and guidelines to provide more information,
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 143

explanation, and ideas for teachers (Song, 2017). Therefore, it is important to examine current
the teacher’s guide in this study to review what has been given to teachers so far and what should
be given for teachers to meet the needs from the practice in the future.
Document. Previous document analysis demonstrated that there were three major types
of teacher training pertinent to multicultural education: 1) 15-hour general introduction; 2) 30-
hour intensive course; and 3) a course for administrative teachers. Also, documents showed that
there were several online and off-line multicultural education courses for teachers. However,
they did not elaborate what the courses were about and how they were different from each other.
Also, the MoE strongly recommended teachers take elective courses for multicultural education
until they established mandatory courses for the teachers in charge of teaching multiethnic
students and curriculums in 2019. The inefficiency of the recommendation was proved in the
documents as the participation rate for teaching training did not increase much; only 4% until
2013, and after 2013, there was no reports on how many teachers completed training.
Teacher’s guide. In this section, teacher guidebooks published by three major
government organizations, the Ministry of Education (MoE), the National Center for
Multicultural Education (NIME), and the Seoul Metropolitan Office of Education Multicultural
Education Support Center (MESC), were reviewed.
Table 15
The Number of Teacher Guidebooks from Each Organization

Year
Total
number of
guidebooks
Post on each institution’s websites
Ministry of
Education
National Center for
Multicultural Education
Seoul Metropolitan Office of
Education Multicultural
Education Support Center
2008 1 0 1
Not established 2009 3 1 2
2010 0 0 0
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 144

2011 0 0 0
2012 1 0 1 0
2013 0 0 0 0
2014 0 0 0 0
2015 2 0 1 1
2016 7 2 5 0
2017 4 0 3 1
2018 3 0 1 2
Total 21 3 14 4

Different from the guidebooks for core subjects such as Mathematics, Science, and Social
Studies, teacher guidebooks pertinent to multicultural education tended to be manuals to provide
background knowledge for teachers and procedures to manage documentation process for
multiethnic students. The same teacher guidebooks and supplements for teachers were found in
all three organization websites.
The Ministry of Education. The MoE is the main institute developing and publishing
teacher’s guides in Korea. In 2009, the MoE published “다문화교육을 위한 지침서”
[Damunhwakyoyukŭ l Ŭihan Chichimseo] (A guide for multicultural education), which contained
the analysis of multicultural education and educational policies. In 2016, the MoE and NIME
published two types of teacher’s guides: one is “다문화학생을 위한 교사용 매뉴얼:
생활지도 및 학습지도” [Damunhwahaksaengŭ l Ŭihan Kyosayong Maenual] (A teacher’s
manual for guiding multicultural students: Life guidance and academic guidance) and
“다문화학생을 위한 학적관리 매뉴얼” [Damunhwahaksaengŭ l Ŭihan Hakjŏ kkwanri
Maenual] (A manual for multicultural students’ school register administration). There were
some critical topics provided in “the teacher’s manual for guiding multicultural students: Life
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 145

guidance and academic guidance.” First, an introduction of background knowledge about
multicultural education was provided along with the information about the characteristics of
multiethnic students. Second, an understanding of teacher’s roles in multicultural education was
included in the manual. Finally, common issues teachers might face in classrooms with
multiethnic students were given for each subject such as Korean language, Math, Social Studies,
and Science with examples and possible solutions. Since there are various types of multiethnic
students with different visa statuses, such as illegal stays, foreign visits, permanent residency,
and citizenship, teachers sometimes encounter difficulties registering multiethnic students
legally. In the “manual for multicultural students’ school register administration,” the process of
registering multiethnic students with different visa status was provided for teachers with related
legal information and institutions for additional support.
The document analysis found that most of the teacher’s guides from the MoE focused on
providing background knowledge and information about multiethnic students in Korean society
along with the analysis of educational and political climate changes. Also, most of the teacher’s
guides focused on providing general theories of multiculturalism and various statistics to
promote teachers’ consensus about implementing multicultural education in classrooms.
However, the current teacher’s guide does not provide skills, activities, and supplementary
resources enough for each subject and each grade in secondary education with details.
The National Center for Multicultural Education. Most of the teacher’s guides from
NIME contained teacher training materials. In 2008, the first teacher’s guide for teaching
multicultural education was published with background knowledge about multiculturalism and
multiethnic students along with methodologies for teachers. The teacher’s guide published in
2009 was also for teacher training programs for elementary school teachers and middle school
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 146

teachers. However, most of the contents in “2009 초중등 교사 다문화교육 직무 연수
자료집” [2009 Chojungdŭ ng Kyosa Damunhwakyoyuk Chikmu Yŏ nsu Charyojip] (2009
Sourcebook for elementary and middle school teacher training), was about general introduction
of multiculturalism and multicultural education, and hardly touched upon practical knowledge
and skills for teaching and managing multiethnic students.
In 2016, the NIME published three sourcebooks from teacher training programs similar
to the previous books, teacher’s guide books about career counseling for multiethnic students,
and “다문화 이해하기” [Damunhwa Ihaehagi] (Understanding multiculturalism). In the
teacher’s guide for “Career counseling for multiethnic students,” several examples from
elementary and middle school teachers were presented along with the basic understanding of
counseling for teachers.
Different from other teacher’s guide, “Understanding multiculturalism” published in
2016 viewed Korea as one of the countries in the global perspectives. Also, many Asian
countries where the majority of multiethnic students’ parents came from were introduced with
cultural background and additional information. This guidebook gave teachers the background
knowledge and cultural information of each country of their multiethnic students. In addition to
the sourcebooks, research to develop guidelines for pre-service and in-service programs were
shared publicly on the websites in 2018. However, the research stated the necessity and
importance of teacher training pertinent to multicultural education instead of providing
guidelines and practical examples for teachers.
The document analysis found that the teacher’s guide from the NIME focused on
providing resources from the teacher training programs. As a result, the teacher’s guidebooks
included several examples and case studies from elementary and middle schools, sharing an
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 147

individual teacher’s experience and knowledge. However, theoretical backgrounds and political
issues occupied the majority of the teacher’s guidebooks from the NIME, which was not
information for teachers to use in classrooms.
The Seoul Metropolitan Office of Education Multicultural Education Support Center.
Since the MESC was established in 2012, there were few resources and a teacher’s guide on the
website. Most of the document resources from the MESC presented the related policies, support
groups, and reports shared by the multicultural education-centered schools in Seoul. The
documents did not show any teacher’s guide providing activities and classroom materials for
teachers.
Survey. Visual summaries of the survey results among non-managerial teachers in both
schools. are given in each figure with each question related to the participation of pre- and in-
service teacher training programs among teachers.

79.2%
12.5%
8.3% 8.3%
No, I did not receive any
training.
In college, one of the
elective classes.
In college, one of the
mandatory classes to be
qualified
During the preparation
for teacher certificate
Grace
Middle School
Q22. I took the training programs or lectures related to multicultural education before I
become a teacher. If yes, choose below (multiple).
Yes, I did receive training.: 20.8%
90.5%
9.5%
0.0% 0.0%
No, I did not receive any
training.
In college, one of the
mandatory classes to be
qualified
In college, one of the
elective classes
During the preparation
for teacher certificate
Heritage
Middle School
Yes, I did receive training.: 9.5%
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 148

Figure 21. Survey responses to participating pre-service training programs for teachers in Grace
and Heritage Middle Schools. The bar graph demonstrates how many teachers at Grace Middle
School took teacher training pertinent to multicultural education before becoming certified
teachers. As shown above, about 79% of teachers never took any type of teacher training related
to multicultural education, while about 21% received related training. Among the teachers who
took training, about 8% of teachers took mandatory classes, while about 21% of them said they
chose to take courses for multicultural education.
In Heritage Middle School, approximately 90.5% of teachers answered they never took
multicultural education-related classes before becoming certified teachers, while about 9.5% of
them had training. All of the teachers who received training said they took mandatory courses in
college to be qualified.

Figure 22. Survey responses to usefulness of in-service training programs for teachers in Grace
and Heritage Middle Schools. In Grace Middle School, about 46% of the teachers agreed that
the teachers provided practical knowledge and skills related to multicultural education, while
15.4%
30.8%
3.8%
42.3%
3.8%
3.8%
not answered
Not applicable
Strongly agree
Agree
Disagree
Strongly disagree
Grace
Middel School
Q23. I think teacher training programs I have taken provide practical knowledge and skills
related to multicultural education in class.
9.5%
0%
61.9%
19.0%
9.5%
Not applicable
Strongly agree
Agree
Disagree
Strongly disagree
Heritage
Middle School
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 149

about 8% of them disagreed with the statement. As shown in Figure 22, for the survey question
21, the results for question 23 reported approximately 31% of teachers did not receive training,
so the question did not apply to them. Also, about 15% of teachers did not answer this question.
In Heritage Middle School, about 62% of teachers agreed that the training programs
provided practical knowledge and skills for them, while about 29% of them disagreed with the
statement in the question. As presented in Figure 22, about 10% of teachers did not take any
training so the question was not applicable to them.
According to survey results, approximately 42% of non-managerial level teachers from
both schools had never taken in-service programs provided by any governmental institutes.
Also, about 85% of all teachers from both schools and 100% of all head teachers did not receive
any pre-service training courses before starting their teaching career at school. Over 40% of all
teachers from both schools did not receive any teacher training pertinent to multicultural
education. Some of the general teachers mentioned in the open-ended questions that teacher
training should provide practical programs and supplements, such as audio-visual materials, for
teachers to understand multiculturalism and multicultural education better and to implement it in
classrooms. Also, some of the non-managerial level teachers from both schools commented that
they needed training with more specific regional information. The findings revealed that current
professional development did not provide enough information and courses for teachers to build
their practical knowledge and skills implementing multicultural education in classrooms.
Interview. In interview results, three out of eight head teachers, about 38% from both
schools, did not receive any type of teacher training related to multicultural education. Boram
said, “저는 없어요, 없는데 최근에 누가 중앙다문화센터에 다문화 상생을 위한 연수가
개설되었다고 연락이 왔더라구요. (…) 그러니까 학교에서는 특별히 단체로
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 150

국제이해부에서 주관해서 강사 초빙해서 한 것은 있었지만, 개인적으로 뭐 따로 하는
것은 없었어요. (…) 다문화는 필수가 아니라서 안 듣죠” [I have never taken training. But
recently I received a contact from my acquaintance sharing information about the National
Center for Multicultural Education (NIME) opened a course about living alongside with
multiculturalism. (…) So, there were several occasions in my school holding a workshop inviting
an expert hosted by the multicultural education department, but I did not take courses personally
since the training is not mandatory for teachers]. Woojin’ response was similar stating, “아니요,
받아본 적이 없습니다. 학부나 임용고시 과정에서도 없어요. 연수 신청하는게 있어서 4 월
달에 받을 계획이긴 해요” [No, I have not received any training. There was no pre-service
training while I was an undergraduate and preparing the teacher certificate. Though I am
planning to assign for a training program on April]. Moreover, Minsu responded that taking
training programs were voluntary among teachers if they had an interest:
글쎄요. 연수를 듣는 것도 일단 마음이 움직이셔야지, 관심이 있으셔야지 연수를
신청해서 듣죠. 일단 뭐 자발적으로 나오는 것 같아요. 다문화 아이들을 지도하다
보니까 조금 더 전문적으로 지도 역량을 갖출 필요가 있다하면 연수를 들으시고,
그럼 이런 연수를 들어보니까 그럼 이런 프로그램이 필요하네. 그럼 이 프로그램
할 테니까 예산상의 지원이라던가 행정적 지원을 해주세요 이렇게 요청하고. 뭐
이렇게 해서 다문화 교육이 활성화 되는 것 같아요.
[Well, taking teacher training needs to move teachers’ minds first. First, teachers should
be interested in multicultural education so that they would take training. I think it is
rather teachers’ voluntary will to take training. For example, teachers feel I need to equip
more professional knowledges and skills while they were teaching multiethnic students,
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 151

then they take training. They realize they need certain types of programs by taking
training. Then they would say that they are going to make some programs so they ask a
school to have financial and administrative supports for the programs. Well, I think this
is how multicultural education becomes vitalized at school].
Arim resonated his sentiment by saying:
다문화에 대한 인식도가 있으셔야 교육도 찾아 듣게 되고 자료도 찾게 되잖아요.
제가 연수를 다녀보면 다문화 학생이 없는 학교에서는 선생님들이 다문화에 대한
인식이 거의 없어요. 한 명이라도 있으면 제가 다문화네 이 정도 인식은
있으시지만, 그 아이 한 명을 가지고 다문화 교육 자료를 찾아 본다거나 그 이런
경우는 거의 없고. 주로 그 한 명이 들어온 그 담임 선생님이 고민을 많이
하시죠. 그것도 그 선생님의 열의에 따라 또 차이는 있지만… 최소한 어느 정도
이상은 다문화 학생이 학교에 다녀야 그 학교 선생님들이 전체적으로 인식이
조금 다문화 학생에 대한 교육도 신경 써야겠구나라고 올라가는 것 같아요.
아직까지는 그런 다문화 학생이 한 명도 없는 학교가 너무 많아서 아직
이해도라고 할 것도 없이 거의 제로라고 저는 보죠.”
[Teacher would search the information related to multicultural education if they
recognize diversity at school first. When I participate in training, teachers with no
multiethnic students in their schools hardly recognize multiculturalism. When they have
at least one multiethnic student at school, then they might recognize there is a multiethnic
student. However, it is hard to find a case that teachers eager to find resources for one
multiethnic student. Most of the time, the homeroom teachers who has the multiethnic
student is worried. Even that depends on how much interest individual teachers have.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 152

The overall teachers’ attention to multicultural education increases when they have at
least a group of multiethnic students. Currently, most of the schools do not have a single
multiethnic student so I think the recognition and understanding diversity is close to zero
among teachers nationwide].
The findings showed several things. First, there were teachers not knowing training programs
existed for multicultural education. Second, teachers took training pertinent to multicultural
education selectively and voluntarily, which implies that if the programs were not in the order of
the teachers’ priorities, well-experienced teachers skipped taking training. Finally, the
interviews inferred that multicultural education curriculums at unit schools had been run at
individual teachers’ discretion and information they had gathered. As a result, public schools
like Grace Middle School did not have a chance to accumulate and pass on the knowledge and
skills because well-experienced teachers left with their knowledge when they were assigned to
other schools after a certain period of time.
In the responses from the head teachers who had received multicultural education related
training programs, teachers brought up the importance of professional development and how
current professional development desperately needed revisions. Jieun responded, “특히
이번에는 오늘 연수를 갔다 왔는데, 선생님들한테 15 시간 연수를 받으라고 의무가
되었어요, 3 년 동안 15 시간을 개인적으로 시간을 채워야 되고, 그 다음에 다문화 정책
학교에서는 선생님들을 대상으로 학부모들을 대상을 일 년에 두 번씩, 두 시간 이상은
강의를 해야 돼요. 그렇게 바뀌었어요. (…) 제가 다른 학교에 있을 때는 아예
몰랐으니까요. 이런 필수 연수는 인식개선에 도움이 많이 되죠” [In particular, I joined a
training program today, it becomes mandatory for teachers to take 15 hours of training.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 153

Individual teachers should take 15 hours of training per three years, and MEC schools should
hold at least two-hour workshops per two years with teachers and parents. The policy was just
changed. (…) I think this type of mandatory training helps a lot because I did not know anything
about multicultural education when I was in different schools]. The quote indicated that taking
training ensured the improvement of understanding of multicultural education among teachers.
Therefore, mandating a certain amount of time to take multicultural education-related teacher
training courses could help general understanding of multicultural education among teachers,
even in non-MEC schools.
Hyemin resonated her statement by saying, “정책을 펼치는 분들도 좀 많이 인식을
하셔서, 정책학교나 한국어 학급을 늘려간다고 하니까, 교사 연수라던가 여러 방향으로
공감대를 이끌어 내서 일시적이 아니라 장기적으로 연계성 있는 다문화 교육을 펼쳐
주셨으면 하는 바람이 있습니다. 정책 하시는 분들도 바뀌고 이런 게 잦거든요.
다문화교육 자체가 어려운 부분도 있고 한시적으로 성과가 나오기 힘드니까요” [I heard
there will be more MEC schools and KSL classes. Politicians should increase their recognition
about multicultural education to draw more attention from many aspects by making more teacher
training or so. The interests on multicultural education should be in a long term rather than
temporarily by making it more connected closely. Even policy makers changed really often
since multicultural education is a bit difficult to approach as well as hard to make successful
results in a short period of time]. The responses from interviews revealed current professional
development has been shortsighted by not providing lack of linkages between courses for
teachers in a long-term.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 154

Naeun resonated her experience in training by saying, “교사 연수는 정보 공유에
불과해요. 잘했던 학교들이 발표를 하는 거에요. 연수는 결국 담당자들을 모아놓고
자료집을 주고 이렇게 운영했더니 이런 성과를 낳았더라 하는 걸 공유하는 거에요.
그런데 보통은 실질적인 것을 원하잖아요. 연구 학교나 돈을 지원받거나 이런 학교들의
사례니까 아주 좋은 결과가 나온 사례들만 공유하다 보니 일반 학교에서는 힘든 게
있죠. 실용성이 떨어지죠” [Teacher training is just sharing information. The schools with
great results gave presentations. Teacher training is just gathering the teachers in charge of
multicultural education and spreading out the sourcebooks, telling some schools that had certain
(great) results by managing their program in certain ways. However, most of the time (teachers)
want practical knowledge. However, the cases shared in training mostly were selected by their
great achievements among MEC schools or schools with financial supports. Thus, it is hard to
implement in general schools and there is no practical use from them]. Interview data revealed
although the cases from several MEC schools had been shared among teachers during training, it
could not be applicable because of the significant differences in financial supports, regional
characters, family backgrounds, and numbers of participating teachers.
The findings from document analysis, the survey, and interviews revealed there were
certain demands from teachers: first, teachers lacked teaching resources. Current teacher’s
guides were limited in specific areas such as counseling and registration. However, teachers in
practice asked subject-related and contents-based classroom resources so that they could
implement diverse activities and topics. Secondly, various teacher training programs should be
developed for teachers. Most of the teachers hard took multicultural education-related classes
before they became licensed teachers. Also, senior teachers did not participate in multicultural
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 155

education-related training programs since they were not obligated as well as they might have
more imminent issues. As a result, teachers did not feel to place taking courses about
multicultural education in priority. However, most teachers who already took courses felt
teacher training helped to improve their perspectives and understanding. Lastly, the current
teacher training needed to provide more practical and tangible resources for teachers. Sharing
successful cases from other schools might encourage teachers to apply multicultural education
and provide useful information. However, it is vital for teachers to share opportunities to discuss
their issues in classrooms and seek solutions together with teachers experienced success in their
classes.
Improving systemic regional and governmental supports. It is vital for teachers and
schools to have supports from local and central government as well as shared social
understandings about multiculturalism in a broad perspective. In this study, document analysis, a
survey, and interview results presented with findings.
The results from KINDS. Analyzing news articles is an effective way to observe social
climates and understand current changes among the members in a certain society (Merriam &
Tisdell, 2016). In this study, news articles were found using search criteria related to
multicultural education in Korea Integrated News Database System (KINDS) using three
keywords: 다문화 [Tamunhwa] (Multiculturalism), 다문화 교육 [Tamunhwa Kyoyuk]
(Multicultural education), and 다문화 학생 [Tamunhwa Haksaeng] (Multicultural/Multiethnic
students) in Seoul only. Table 16 demonstrates the results from the search engine with the three
keywords, categorizing the contents of the news articles.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 156

Table 16
Search Results from KINDS

Year
Number
of articles
appeared
Sub-categories of the articles
Multicultural family
focused news
Social change
focused news
Education
focused news
Laws and policies
focused news
2008 1 . 1 . .
2009 12 4 3 4 1
2010 5 . 2 . 3
2011 8 1 3 4 .
2012 10 1 3 4 2
2013 17 1 4 7 5
2014 12 4 . 6 2
2015 11 2 2 4 3
2016 24 3 5 10 6
2017 7 . 2 5 .
2018 12 . 5 6 1
TOTAL 119 16 30 50 23

A total of 119 related newspaper articles were found in KINDS. Starting from
recognizing a violation of Human Right issues toward foreigners and multicultural family in
2008, most of the articles from 2008 to 2018 covered various aspects of multiculturalism in
Korean society such as social discriminations, lack of related laws and policies, and imminent
educational problems. In 2010, several articles indicated increasing numbers of multiethnic
students had difficulties adapting themselves at school because of low academic achievements,
peer pressures, bullying, and identity crises. Similar problems gradually escalated until 2018, as
mentioned in many newspapers, which implied there was not much progress in providing
systematic educational support for multiethnic students.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 157

There were several articles in 2011 and 2015, reporting the statistics from the
International Civic and Citizenship Education Study (ICCS) and World Value Study (WVS)
about Korean’s low multicultural acceptability. Survey results that appeared in the newspaper
articles were contradictory to the results shown in the annual reports from the MoE in 2015.
Moreover, one of the articles claimed that there was a growing number of Koreans with
xenophobia in 2016, and that they did not want to have foreigners and multicultural families as
their neighbors. The hostile social climate affected other parts of educational supports.
To make matters worse, several articles in 2017 and 2018 questioned whether additional
supports for multiethnic students created another discriminatory environment for students. These
articles pointed out that some Korean students from low socioeconomic (SES) backgrounds did
not receive a similar amount of financial and social supports for multiethnic students. As a
result, some Korean parents considered the additional supports for multiethnic students’ counter-
discriminatory practices for Korean students.
Overall, most of the news articles indicated three major viewpoints pertinent to issues and
laws about multiethnic students. First, the articles reported that the increasing number of
multicultural families and foreign workers exacerbated some social concerns and issues such as
social divisions, discriminations, and crimes among Koreans. Second, the newspapers urged that
the government should establish related laws, policies, and systematic educational support
systems for multiethnic students and their families. Finally, most of the news articles
emphasized the necessity for Koreans to learn diversity concepts and how to live in a society
with diverse races, ethnicities, religions, and cultures. To increase awareness and acceptance of
multiculturalism among Koreans, the newspapers claimed that the government needed to
establish systematical efforts in education and policies.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 158

Question 24 was an open-ended question to ask additional opinions from survey
participants, seek any effective strategies for teachers to support multiethnic students, and
highlight diversity inclusive classrooms in the practitioners’ points of view.
Table 17
Survey Responses to Effective Strategies for Teaching Multiethnic Students at Grace Middle
School.
Q24. Please describe ONE effective strategy to teach and support multiethnic students; and ONE
effective strategy to make diversity-inclusive classrooms.
Category Summary of Comments Out of 16
Language
Increase the Korean language
skills
3
Life guidance
Make teachers engage
multiethnic students’ living
conditions including hygiene
1
Culture
Increase cultural activities 7
Teach Korean culture in-depth 2
Professional development
Provide additional teacher
training with specific regional
information
1
Train teachers to cast away
prejudices
2
Provide audio-visual class
materials
1
Curriculum
Revise current curriculums
including multicultural aspects
1
Provide textbooks in multiethnic
students’ mother tongue
1
Peer support
Pair up multiethnic students
with Korean students
1
Increase group activities among
students to mingle
3
Table 17 describes the summaries of the opinions and ideas asking about strategies to
practice multicultural education in classrooms and make diversity inclusive educational settings
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 159

among the teachers at Grace Middle School. About 18% of teachers mentioned that increasing
Korean language plays an important role in promote multiethnic students’ academic
achievements. Second, approximately 56% of teachers suggested improving culture-related
activities. They recommending increasing cultural activities to help students understand each
other better, and helping multiethnic students get to know more about Korean culture to adapt
themselves in Korean society. Next, about 25% of the participants provided comments about
current professional development with topics such as region-specific information, how to remove
prejudices or discriminative thoughts and verbal reactions, and more audio-visual resources for
teachers in practice. Fourth, about 25% of survey participants reported that peers play a critical
role among teenagers so middle school teachers want to have more peer activities related to their
subjects during classes to promote Korean peer input through the activities. Also, 12.5% of
teachers recommended either developing multicultural-friendly revised curriculums or writing
textbooks in each multiethnic student’s native language for all subjects. Finally, about 6% of
teachers at Grace Middle School mentioned the importance of lifestyle adjustments among
multiethnic students such as hygiene issues, economic difficulties, and family backgrounds.
Table 18
Survey Responses to Effective Strategies for Teaching Multiethnic Students at Heritage Middle
School.
Q24. Please describe ONE effective strategy to teach and support multiethnic students; and ONE
effective strategy to make diversity-inclusive classrooms.
Category Summary of Comments Out of 20
Language
Allot the budget for Korean language education 1
Increase the Korean language skills 2
Support foreign language teaching and learning 1
Culture
Increase cultural activities and classes 4
Exchange various perspectives on history 1
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 160

Professional development
Develop common manuals for teachers 1
Build official teacher conferences 1
Provide teacher training to understand multiculturalism 2
Provide programs and supplements for teachers 2
Curriculum
Promote Korean students’ understanding of
multiculturalism
3
Revise current curriculums including multicultural
aspects
2
Peer support
Build role playing programs 1
Increase group activities among students to mingle 2
Organization
Promote parents’ engagement 2
Allot appropriate budgets 1

Table 18 summarizes the survey participants’ opinions and recommendations at Heritage
Middle School to improve educational settings for multiethnic students. Twenty percent of
teachers suggested language teaching for students. One suggestion allotted more money to
develop the Korean language classrooms at school. Another suggestion was to develop foreign
language classes for all students in accordance with multiethnic student populations at school.
Other teachers stated that increasing Korean language skills are critical for multiethnic students
to understand academic materials and achieve successful academic achievements.
Twenty-five percent of participants requested increasing supports for classroom cultural
activities in relation to their teaching subjects, while 30% of teachers asking for revisions in
current professional development for teachers. One teacher stated that building official teacher
conferences would help teachers share their experiences, knowledge, and difficulties, as well as
build a network. Another teacher commented that current teacher training programs provide
multiculturalism in other countries such as the United States or Canada rather than in Korean
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 161

society. Thus, the participant asked for revisions in the current training program to promote
more knowledge of multiculturalism in Korean environment.
Approximately 25% of the respondents at Heritage Middle School stated that the overall
curriculums should reflect multicultural education to promote both Korean and multiethnic
students’ learning and understanding of multiculturalism. Finally, the teachers recommended
that more peer group activities were needed to give Korean and multiethnic students time to get
to know each other, while other teachers mentioned organizational changes such as promoting
parents’ engagement and securing more budgets for multicultural education.
Based on the open-ended questions in the survey and interview data, there were no needs
found to improve systematic regional and governmental supports for teachers to make diversity
inclusive educational settings by the MoE. Approximately 25% of all head teachers from both
schools commented that it might be better to support MEC schools with more concrete policies
and guidelines. However, they considered the current financial and administrative supports
adequate to sustain the multicultural programs at their schools. Minsu responded, “선생님들이
필요한 연수를 들을 수 있도록 개설되어 있구요. 교육청에서 학교에서 원하면 관련
예산도 지원해주고 있고. 다문화 학생들이 적응 못하면 자체 대안 교실이라는게 있어요,
학교에. 그 아이들을 위해서 특별히 또 프로그램을 만들어서 지원하는 경우도 있고.
(…) 원하면 충분히 지원은 되는 것 같아요” [There are training programs which teachers can
take in their needs. If schools require, local education offices provide related financial supports.
There is an alternative class in a school if multiethnic students cannot fit in. So, we can make
special programs for them to support. (…) So, I think there is enough support if a school asks
one]. Arim reassured there was a system in government organizations by saying:
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 162

“저희 학교 같은 경우는 학교 안에서의 다문화 교육도 있지만 다문화 학생하고
일반 학생하고 통합으로 해서 사회 참여 활동 이런걸 해마다 프로젝트 사업으로
하고 있어요. 다양한 지역 기관에 있는 유치원에 방문해서 유치원 아이들하고 같이
할 수 있는 교육 활동을 개발해서 한다거나 해서 (…). 작년 같은 경우는 구청,
동사무소, 경찰서 파출소 같은 지역 기관들이랑 다 협약을 해서 진행을 했죠. (…)
교육부, 각 시도별 교육청 홈페이지에 다문화 교육 방향이 탑재되어 있어요.
교육부, 교육청, 중앙다문화센터에서 학교로 공문을 보내 필요한 교육자료
(이중언어교재 등)를 필요한 만큼 요청하도록 하여 보내주고 있으며 PDF 형식으로
다양한 매뉴얼과 책자를 사용할 수 있도록 인터넷사이트 등을 통해 제공하고
있습니다. ” [In my school, there are social activities both for multiethnic students and
Korean students together as projects. For instance, I developed an educational activity to
visit kindergartens in the region and do some activities with them. (…) Last year, my
school made an agreement with the borough office, the community service center, and
the police stations in the school region and worked together. (…) The websites for the
Ministry of Education and every regional offices of education are equipped with
multicultural education policies. The MoE, the Office of Education, and the MESC send
us official documents asking to request for sending related educational materials such as
KSL books, and they send us manuals and booklets in PDF files through the websites].
The findings indicated there were some levels of collaborative work between the MEC schools
and various regional public institutions to support multiethnic students. Therefore, no
organizational gaps were found that the MoE should improve systematic regional and
governmental supports for teachers to make diversity inclusive educational setting.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 163

Synthesis
The findings from data analysis revealed that there were gaps in middle school teachers’
knowledge, motivation, and organizational influences based on a needs analysis frame from the
literature review. There are knowledge and skills gaps among middle school teachers to
implement multicultural education and teach multiethnic students. About 70% of all teachers did
not know how to implement diversity topics in class. Approximately 80% of all teachers did not
own knowledge and skills how to improve multiethnic students’ academic achievements.
In the realm of motivation to teach and support multiethnic students, 98% of all teachers
missed attribution since they lacked knowledge and skills about multicultural education due to
limitations of existing curriculums and recourses. Also, middle school teachers lacked self-
efficacy to manage diversity topics in academic situations and to teach and support multiethnic
students academically.
In the organizational and cultural perspectives gap, about 82% of middle school teachers
did not prioritize multicultural education over other key duties in secondary education, which led
to a lack of sharing a culture of supporting (head) teachers to implement diversity inclusive
topics and activities in classrooms. While over 40% of teachers never participated in teacher
training, 40% of head teachers did not participate any teacher training either. Among head
teachers who joined teacher training programs provided by the government institutions, 100% of
them responded that professional developments needed revisions to be more practical and useful
in secondary education practice. In Chapter Five, the recommendations will be provided based
on the findings to help middle school teachers to teach and support multiethnic students in class.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 164

CHAPTER FIVE: RECOMMENDATIONS
Introduction and Overview
The data collection and analysis of middle school teachers’ knowledge, motivation, and
organizational influences on professional development and building diversity inclusive
educational settings has led to recommendations to meet the stakeholder goals. The
recommendations given in this chapter are built in the tangible range of public unit schools to be
implemented successfully by the leaders and teachers in practice with limited changes, as well as
additions and revisions to existing government training programs. An Implementation and
Evaluation Plan based on the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016)
has been developed for the program to help middle school teachers attain stakeholder goals.
Recommendations for each validated influence and the process of the Implementation and
Evaluation Plan are explained in detail in the following sections.
Recommendations for Practice to Address KMO Influences
Prerequisites for Recommendations
To successfully implement recommendations provided in this study, it is critical to
examine several preconditions for middle schools and teachers to implement multicultural
education curriculums more effectively. First, the terminologies, such as foreign students,
domestic-born multiethnic students, and international-born multiethnic students, should be
classified with more detail definitions and characterizations. Arranging terminology is
considered critical especially in education since approaches to analyze multiethnic students’
educational backgrounds and pedagogies to teach and support them will differ from each group.
Second, multiethnic students should receive certain levels of education and proficiency
evaluation of using Korean language. All head teachers and many general teachers commented
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 165

that they desperately needed supports for multiethnic students in Korean language education
since they faced conflicts of interests among Korean and multiethnic students in their academic
needs in regular schools. Through appropriate Korean as Second Language (KSL) programs,
multiethnic students can build their knowledge and background through learning academic terms
before attending regular schools. To achieve organizational goals successfully, arranging terms
and expanding KSL classes should be given for multiethnic students and teachers before
implementing recommendations from this study.
Knowledge Recommendations
Introduction. In this study, Table 19 illustrates the assumed middle school teachers’
knowledge influences. Teachers’ factual knowledge pertinent to multicultural education and
procedural knowledges of “how to” teach and support multiethnic students was examined based
on theories and principles identified by Krathwohl (2002) and Rueda (2011). Evidence from
surveys and interviews indicated both middle school teachers have the factual knowledge that
would bring the consensus among educators to achieve the stakeholder goal. Thus, no gap was
validated for teachers’ factual influence. However, surveys and interviews revealed that even
though middle school teachers concurred with the importance of implementing multicultural
education in classrooms, they hardly allotted time to articulate the specific activities and topics
pertinent to multicultural education because of the other priorities. Table 19 identifies a
recommendation that was established from research-based learning principles to close the
validated procedural knowledge gaps. In addition, because of the importance of implementing
multicultural education and supporting multiethnic students in classrooms, recommendations
were developed from the data gathered for this research to help middle school teachers to acquire
procedural knowledges.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 166

Table 19
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated
as a Gap
Priority
Yes, No
Principle and
Citation
Context-Specific
Recommendation
Teachers need to know
about the importance of
diversity. (Factual
knowledge)
No No -
As shown in data
results, there is no
specific
recommendation for
teachers to promote
their factual
knowledge.
Teachers need to know
how to implement
diversity topics in class.
(Procedural knowledge)
Yes Yes
To develop
mastery,
individuals must
acquire components
skills, practice
integrating them,
and know when to
apply what they
have learned
(Schraw &
McCrudden, 2006)
Design and develop
mandatory long-term
teacher training
providing “how to”
knowledge and skills
for teachers to
implement diversity
topics in class.
Teachers need to know
how to improve
multiethnic students’
academic achievements.
(Procedural knowledge)
Yes Yes
Modeling to-be-
learned strategies or
behaviors improves
self-efficacy,
learning, and
performance
(Denler, Wolters, &
Benzon, 2009)
Provide training that
models methodologies
for improving diverse
learners’ academic
performances.

Designing and providing professional development for teachers. The results and
findings of this study indicated that more than 70% of middle school teachers had little
procedural knowledge about how to implement diversity topics in class with their teaching
subjects. A recommendation rooted in information processing system theory has been selected
to close this procedural knowledge gaps among teachers. According to Schraw and McCrudden
(2006), individuals should acquire component skills, practice integrating them, and know when
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 167

to apply what they have learned to develop one’s mastery of using knowledge in practice. This
would suggest that providing teacher training programs would support their learning. The
recommendation is to provide teachers with mandatory long-term training programs.
Chang (2015) claimed that both novice teachers and experienced teachers lack proper
training on race and multiculturalism through current professional development programs. As a
result, the needs of extended teacher training programs including follow-up training and
feedback have been circulated among the teachers to promote their efficacy. Designing
mandatory training programs is critical for teachers in Korea to enhance their procedural
knowledge and practical skills. In particular, there are two major professional development
periods for all secondary teachers during the summer and winter vacations (Hong & Min, 2015).
However, diversity related topics have never become the mandatory courses for teachers to take.
Also, the current 60-hour professional development program is only targeting the teachers who
are promoted to managerial levels (Hong & Min, 2015; Mo, 2009). Therefore, the evidence
affirms designing and providing mandatory long-term teacher training will give more
opportunities for teachers to learn practical skills and to practice integrating their knowledge and
skills in class.
Promoting middle school teachers’ skills pertinent to multicultural education in the
classroom. The results and findings of this study found that approximately 80% of middle
school teachers had little procedural knowledge about how to improve multiethnic students’
academic achievements. A recommendation rooted in social cognitive theory has been selected
to close this procedural knowledge gaps among teachers. According to Denler, Wolters, and
Benzon (2009), modeling to-be-learned strategies or behaviors improves self-efficacy, learning,
and performance. This would suggest that providing training for learners to acquire new
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 168

behaviors. The recommendation is to provide in-service training programs for middle school
teachers to demonstrate and model teaching and learning skills. Short-term or regional office-
based training programs would help teachers understand the types of learning issues, educational
circumstances, and community backgrounds that multiethnic students are facing in their schools.
Tanghe (2016) asserted that secondary school teachers should take more systematic in-
service training to promote teachers’ knowledge about diversity-related topics and to improve
their practical skills to connect diversity to each academic subject. According to Clark and Estes
(2008), training provides opportunities to practice real class situations, as well as how knowledge
and skills for stakeholders with appropriate feedback will achieve specific goals. Since there is
only an elective short-term in-service program for teachers who aim to attain promotions,
teachers lack the time to master the practical skills and subject specific knowledge to support
multiethnic students academically and to determine their issues. Providing in-service training
programs, which do not need to be long-term but sequential leveling, will give teachers more
knowledge and opportunities to acquire essential skills to overcome difficulties that multiethnic
students are facing, such as language barriers (Jang, 2015; Park et al. 2016), lack of background
knowledge (Olneck, 2011), and social and cultural alienation (Cho et al., 2011). Separate from
the current teacher training programs presented by the NIME, the recommended in-service
programs should include subject specifics linked with diversity topics such as ethnicity, cultures,
and historical issues from other countries’ perspectives (Goo et al., 2014). The studies support
the recommendation to provide in-service programs that will fill the teachers’ knowledge and
skills gaps.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 169

Motivation Recommendations
Introduction. As described in Table 2, utility value, attribution, and self-efficacy were
identified as the assumed motivation influences for this study. Rueda (2011) and Schunk (2012)
maintain that when an individual believes a task is useful to achieve future goals, they own
utility value. Evidence from the survey and interviews found that middle school teachers’ value
implementing diversity curriculums for all students. Also, as suggested in multiple studies
(Chang, 2015; Lee & Choi, 2016; Mo, 2009; Yeo, 2016; Yuk & Cho, 2016), most teachers
recognize the importance of teaching and implementing multicultural education in curriculums.
While teachers’ views are an influence, there is no recommendation needed for teachers to
promote their motivation in utility value for this study.
Another motivation influence mentioned above is rooted in attribution. Yuk and Cho
(2016) stated that most teachers felt current curriculums do not value and reflect multicultural
education, which is not evaluated in schools. As a result, teachers do not feel it is important to
introduce and present multicultural aspects since they are already overburdened with other core
subjects such as Korean language, Mathematics, English, Science, and Social Studies, which are
considered the critical components to enter good high schools. Consequently, it is hard to say
that teachers lack motivation in teaching and implementing multicultural topics with their
subjects since teachers have few opportunities to introduce multicultural topics. In addition to
the literature, survey and interview data validate that there is a performance gap among teachers.
Therefore, it is necessary to build more diversity inclusive educational settings such as
curriculums, activities, and programs at schools to teach and support multiethnic students in
educational practice. Table 20 summaries recommendations made from research-based
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 170

motivation principles to attain middle school teachers’ motivation levels through validated
performance gaps.
Table 20
Summary of Motivation Influences and Recommendations
Assumed Motivational
Influence
Validated
as a Gap
Priority
Yes, No
Principle and
Citation
Context-Specific
Recommendation
Teachers need to see the value
in implementing diversity
curriculums for all students. -
Utility Value
High
Probability
No -
As shown in data
results, the
specific
recommendation
that teachers
promote their
utility value will
be integrated with
organizational
recommendations.
Teachers should feel that their
lack of knowledge and skills
about multicultural education
are due to limitations of
existing curriculums and
resources rather than their lack
of motivation and ability. -
Attributions (internal,
uncontrollable, stable)
Yes Yes
Adaptive
attributions and
control beliefs
motivate
[individuals]
(Pintrich, 2003)
Provide
opportunities to
exercise some
choices and
control in in-
service programs.
Teachers are confident enough
to deal with diversity topics in
academic situations and to
teach and support multiethnic
students academically. - Self-
efficacy
Yes Yes
Feedback and
modeling
increase self-
efficacy
(Pajares, 2006)
Provide
instructional
support such as
model classes,
syllabus, key
materials, and
teacher
guidebooks, and
build in multiple
opportunities for
teachers to
practice teaching
skills (Pajares,
2006).

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 171

Increasing teachers’ self-efficacy of teaching and implementing multicultural
education. Approximately 98% of middle school teachers are not confident that they can deal
with diversity topics in academic situations to teach and support multiethnic students
academically. A recommendation rooted in self-efficacy theory has been selected to close this
procedural knowledge gap. Pajares (2006) found that providing instructional support increases
self-efficacy. This would suggest that providing learners with a demonstration of what they need
to do and then providing feedback on their performance would increase their self-efficacy. The
recommendation is for the organization to provide a demonstration with opportunities for
practice in identifying and aligning appropriate actions to the types of teaching materials and
corresponding required actions from classrooms for middle school teachers. This combination of
modeling, practice, and frequent targeted instructional support within formal and informal
organizational activities such as pair-up mentoring, and/or quarterly in-service strengthen self-
efficacy will help teachers to build their competencies in multicultural education.
Rueda (2011) states that people’s judgments of their capabilities play a critical role to
organize and execute the course of actions to achieve stakeholder performance goals. This
suggests that when individuals have positive beliefs about their ability to do something, they are
more likely to pursue the goal and increase performance. Many researchers (Mo, 2009; So,
2018) posit that teachers’ self-efficacy pertinent to their knowledge and skills in classrooms is
significantly lower than their recognition of the importance and necessity of multicultural
education in Korea. Mo (2009) argues that teachers should have opportunities to promote their
perspectives on diversity topics and practice skills during professional development. Park et al.
(2016) further notes that promoting teachers’ self-efficacy is actually an effective strategy that
improves classroom settings in multilateral perspectives, such as promoting multicultural
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 172

knowledge among all students, bringing more equitable perspectives, and supporting multiethnic
students more effectively. From a theoretical perspective, then, it would appear that increasing
self-efficacy in teaching practice would increase performance and benefit multiethnic students
under teachers’ support.
Organization Recommendations
Introduction. The assumed organization influences for this study are illustrated in Table
21. As defined by Gallimore and Goldenberg (2001), cultural models are a shared environment
and a scheme of interpreting events while cultural settings are more likely to be specific
reactions where cultural models practice in organization. In this study, it was assumed, as a
cultural model, that sharing a culture of supporting teachers to make diversity inclusive
educational settings in the unit school would encourage teachers to bring more topics and
activities pertinent to multicultural education in classes. Hence, middle school teachers needed a
culture that valued knowledge of multicultural education, fostering practical skills, and
motivation.
Evidence from document analysis, surveys, and interviews exposed cultural gaps.
Research data showed middle school teachers own the cultural model. However, it was not
enough to meet the stakeholder goal since the majority of multicultural education related tasks
dealt with only a few teachers with specific roles in multicultural curriculums. This study also
assumed middle school teachers should have organizational supports and resources from
professional developments by the MoE to build knowledge and skills to meet the stakeholder
goal. Collected data validated a significant organizational gap for this influence, indicating the
teachers from both middle schools do not have the cultural settings needed to meet the
stakeholder goal.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 173

Another cultural setting for the middle school teachers is having systematic regional and
governmental supports to make diversity inclusive educational settings. Evidence from the
interviews revealed managerial level teachers from both schools would prefer to have mentorship
programs and a unified system to achieve of the stakeholder goal successfully. However,
developing those programs should be overseen by the MoE by considering regional education
offices in accordance with their budgets, personnel, and community supports. Also, unified
systems and mentorships should be nationwide so that the teachers in rural areas can have more
accessibility to supports and resources. Therefore, it is difficult to provide specific
recommendations since this study prioritized middle school teachers’ holistic improvements in
teaching and supporting multiethnic students in Seoul. Table 21 illustrates the plausible
recommendations built to close the identified organization gaps in the field.
Table 21
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Validated
as a Gap
Priority
Yes, No
Principle and
Citation
Context-Specific
Recommendation
Secondary schools should share
a culture of supporting teachers
to implement diversity inclusive
topics and activities in
classrooms. - Cultural Model
Yes Yes
Changing the
climate (of the
organization) is
important to
changing what an
organization’s
members believe
and what they
believe their
organization
values.
(Schneider, Brief,
& Guzzon, 1996)
Focus on
recognition and
rewards for
teachers based on
implementation of
multicultural
education in their
subjects.
The Ministry of Education
(MoE) should improve
professional development
programs to prepare and build
their knowledge and skills
Yes Yes
Targeting training
and instruction
between the
individual’s
independent
Provide various
curriculums and
activities to
facilitate learning
and performance
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 174

pertinent to multicultural
education in class. - Cultural
setting influence 1
performance level
and their level of
assisted
performance
promotes optimal
learning (Scott &
Palincsar, 2006)
(Scott &
Palincsar, 2006)
The MoE needs to improve
systematic regional and
governmental supports for
teachers to make diversity
inclusive educational settings. -
Cultural setting influence 2
No No -
As shown in data
results, there is no
specific
recommendation
for teachers to
promote the
cultural setting.

Increase recognition and rewards in formal and informal organizational
communication. Approximately 90% of middle school teachers do not feel they share a formal
and informal supportive culture to implement multicultural education with subject specific
topics, as they tend to do extra work to make the educational settings more diversity inclusive.
The missing supports demotivate and discourage teachers in implementing multicultural
education in practice. A recommendation rooted in reward and recognition theory has been
selected to close this organizational gap. Grossman and Salas (2011) indicate that training can
be effectively transferred to actual performance when individuals are constantly recognized and
rewarded properly by activating stakeholder’s motivation. Hansen et al. (2002) claim that
organizational attitudes, values, and agendas can be easily found in their recognition and reward
systems. Additionally, authentic and genuine appreciation of the individual’s accomplishment
with recognition plays a critical role of successful implementation of changes (Hansen et al.,
2002). This suggests that the effort of middle school teachers need to be recognized and
rewarded fully in formal and informal communications in schools. The recommendation is for
the organization to select a best teacher of each month who established and implemented
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 175

inclusive multicultural topics and activities in the classroom. Since every teacher is asked to
submit weekly or monthly plans for curriculum, managerial level teachers, such as head teachers
and vice principals, can easily check multicultural content in individual teachers’ classroom. In
accordance with the planning, observing students’ reactions can be one of the informal factors of
selection.
Rueda (2011) asserts it is important to motivate a stakeholder group to achieve
organizational performance goals. He explains that rewards and recognition play a positive role
to improve performance since teachers can be highly motivated by demonstrating their ability in
front of others. Belsky (2012) further claims, whether or not money is tight, recognition can be a
powerful reward that can help a stakeholder engage further. Implementing multicultural
education is extra work for middle school teachers since it is not included in standard
curriculums and evaluation systems. Thus, recognition of teachers’ efforts would be a critical to
sustain and increase their engagement by setting positive examples and role models among
teachers at school.
Supporting teachers with various programs. Approximately 93% of middle school
teachers do not receive proper teacher training unless they volunteer to take the 60-hour
introduction course of multicultural education for promotion. The missing professional
development leads teachers to lack knowledge and skills to implement multicultural education
since they have hardly experienced diverse cultures personally and professionally while they
were receiving their public education (Chang, 2015; Park et al., 2016; Tanghe, 2016). A
recommendation rooted in sociocultural theory has been selected to close this organizational gap.
Rueda (2011) indicates that training is an effective way to improve organizational performance
since individuals can acquire how-to knowledge and skills which help them achieve specific
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 176

goals. This suggests that middle school teachers need to receive training since they need
demonstration, guided practice, and timely feedback to perfect multicultural education in
classrooms. The recommendation is for the organization to develop various pre-service and in-
service teacher training programs to ensure middle school teachers equip knowledge and skills,
and experience multicultural education (in)directly. Furthermore, since the Ministry of
Education is the central government organization in charge of overall education-related issues on
a national scale, providing training and support from the top should be prioritized first before
establishing local and regional supports.
Rueda (2011) states that training can influence how individuals organize their
professional knowledge. To increase teachers’ engagement of teaching multicultural education
in practice, training focused on the implementation of multicultural education should be provided
to support teachers’ learning and performance, provide application examples, and practice
exercises. Yeo (2016) emphasizes teachers’ education through experiences in training to have
opportunities for multicultural education. Based on her research, she asserts it is necessary for
teachers to have chances to learn through doing and experiencing by themselves to acquire
practical skills and knowledges. Hong et al. (2015) claim that the current teacher training
program pertinent to multicultural education is based on theoretical backgrounds rather than the
daily based cases and practice. As a result, teachers lack chances to implement their knowledge
and develop their own activities and curriculum contents with multicultural education.
Furthermore, Mo (2009) points that the current multicultural education teacher training program
only targets to teach and support multiethnic students rather than creating diversity inclusive
educational settings for all students including native Korean ones. Therefore, it is critical to
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 177

develop various training programs for teachers to improve teachers’ engagement and
implementation of multicultural education.
Since the Ministry of Education is the central government organization in charge of
education-related issues and policies including multicultural education on a national scale (Hong
& Min, 2015; Mo, 2009; Olneck, 2011; Park & Park, 2014), it is therefore recommended that
providing training and support from the top be implemented prior to establishing customized
local and regional supports. In addition, many researchers (Mo, 2009; Lee & Choi, 2016; Park et
al., 2016; Yuk & Cho, 2016) recommend that the national scale teacher training is modified to
meet the needs from the teaching practice to fill the knowledge and skills gap.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
Clark and Estes (2008) assert that performance improvement efforts should establish a
means to support organizational changes and to evaluate effectiveness to achieve goals. This
research uses the New World Kirkpatrick Model as a basis for implementation and evaluation of
change efforts. The New World Kirkpatrick Model launched in 2010 and expands on the four
levels for evaluating training programs first introduced in 1959 by Don Kirkpatrick (Kirkpatrick
& Kirkpatrick, 2016).

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 178

Figure 23. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016, p. 11). The
figure illustrates the visual summary of the New World Kirkpatrick Model as the original four
levels in reverse order so that organizational changes can secure accountability and credibility of
its change (Kirkpatrick & Kirkpatrick, 2016). Level 4, Results, focuses on achieving targeted
outcomes as a result of training programs. Level 3, Behavior, focuses on the participants of on-
the-job learning applying their knowledge and skills from training. Next, Level 2, Learning,
measures whether participants gained the knowledge, skills, attitude, confidence, and
commitment from training. Finally, the evaluation moves to original Level 1, Reaction, which
examines the degree of participants’ engagement to the training and/or how favorable
participants found the training.
Organizational Purpose, Need, and Expectations
As discussed throughout this study, building diversity inclusive educational settings in
Korea is challenged with aligning needs in practice and practicality of training programs and
supports due to limitations existing in across secondary school teachers’ knowledge, motivation,
and organizational contexts. This analysis explored the innovations needed in the field of
secondary education systems in relation to supporting middle school teachers to increase their
knowledge and motivation about multicultural education. Recommendations based on the
literature and data from the education practice can be categorized into three types: 1)
participating in diverse professional development programs; 2) receiving senior teacher
mentoring; and 3) receiving job aids such as posters, self-check lists, and balanced scorecards.
The expectation and goal of the implementation and evaluation plan is to make diversity
inclusive educational settings for all students, and to improve multiethnic students’ academic
achievements corresponding to the average of mainstream native Korean students by improving
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 179

various supports for middle school teachers. The implementation and evaluation blueprint
provided in this chapter, including practical tools and tactics, can be used for implementation and
evaluation of the best practices which teachers chose to adopt. Ideally, as a result of this process,
all middle school teachers can successfully align learning to job performance in education
practice, such as teaching multicultural topics and supporting underserved multiethnic students,
while their motivation of teaching multicultural education for all students is increased. The
following sections describe in details all levels of the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016) and the steps required within each level to make middle
school teachers successfully achieve their stakeholder goals by aligning knowledge and skills to
job performance results.
Level 4: Results and Leading Indicators
In Level 4, the New World Kirkpatrick Model examines the degree to which targeted
outcomes are evidenced in the process of learning. Leading indicators, which are metrics such as
short-term observations and measurements in Table 4, are signifiers to evaluate how much the
stakeholders are engaged in the learning experience, as well as how innovations are effectively
implemented in practice (Kirkpatrick & Kirkpatrick, 2016). Positive results on the desired
outcomes can be secured if critical behaviors in the leading indicators are to remain measures
(Kirkpatrick & Kirkpatrick, 2016). Table 22 describes expected external and internal outcomes
with outcomes, metrics, and methods in Level 4. If recommendations for middle school teachers
are successful implemented in practice, both internal and external outcomes will be likely
realized.

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Table 22
Outcomes, Metrics, and Methods for External and Internal Outcomes
External Outcomes
Outcome Metric(s) Method(s)
1. Increase the correlation of
policies pertinent to
multicultural education with
practicality in education
The number of feasible job aids
distributed to middle schools in
published concrete annual plans
An annual report of quarterly
public hearings and inspections of
middle schools and classroom
settings
2. Improve academic
achievements among
underrepresented
multiethnic students in
middle school
The rate of achieving minimum
average scores among all students
on key subjects such as Korean
language, Mathematics, science,
social studies including Korean
history, English language
Korean language classes with
teaching subject specific
terminologies and providing
general academic knowledges for
all underserved students
Internal Outcomes
Outcome Metric(s) Method(s)
1. Increase the general
knowledge about diversity
including multicultural
education among all
secondary school teachers
The rate of teachers’ participation
on the mandatory introductory
levels of teacher training programs
Annual audit on practice of
diversity training for secondary
teachers
2. Increase middle school
teachers’ motivation to
implement multicultural
education for all students in
practice
The number of rewards and
recognition systems in a school
including the actual number of
teachers who receive rewards and
recognition
Rewards and recognition systems
in middle school
3. Increase middle school
teachers’ knowledge and
skills to teach multicultural
education; and to support
underserved multiethnic
students
The rate of receiving certificates of
training completion among middle
school teachers
Various professional development
programs for secondary teachers
provided by the Ministry of
Education, the Seoul Metropolitan
Office of Education Multicultural
Education Support Center, and/or
the National Center for
Multicultural Education
4. Improve teaching
performance of multicultural
education
The rate of KPI (Key Performance
Indicator) accomplishment among
teachers
Self-check lists and balanced
scorecard for middle school
teachers to monitor their
knowledge and skills by
themselves

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 181

Level 3: Behavior
Critical behaviors. Critical behavior means “the few, key behaviors that the primary
stakeholder group will have to consistently perform on their job to bring about targeted
outcomes” (Kirkpatrick & Kirkpatrick, 2016, p. 14). This would give a myriad of behaviors to a
certain group to accomplish organizational goals. However, behaviors should be prioritized by
importance for the stakeholder group to implement changes and innovations effectively and
efficiently. According to Kirkpatrick and Kirkpatrick (2016), over 70% of training takes place
on the job, and the training programs provide opportunities for each stakeholder group to draw
good performance and share organizational values.
This innovation study focused on the middle school teachers’ on-the-job performance in
relation to multicultural education. As the primary stakeholder group, middle school teachers’
goal is becoming knowledgeable and skillful about multicultural education to teach and support
underrepresented multiethnic students by the end of 2019. However, the results and findings of
this study indicate that over 90% of middle school teachers believed they lack the professional
development and in-service which promote their knowledge and skills for teaching and
managing multicultural education curriculums. To improve the job performance of middle
school teachers, the following three critical behaviors are reviewed. The first critical behavior
examined middle school teaches’ mindfulness about diversity in various aspects such as history,
ethnicity, and culture. The second critical behavior investigated middle school teachers meeting
to collaborate on implementing multicultural education curriculum. Finally, the third critical
behavior focused on the confidence of the teachers to effectively relate their subject with
multicultural education. Above, the key behaviors were stated that the stakeholder of focus has
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 182

to demonstrate to achieve the outcomes. The specific metric(s), method(s), and timing for each
outcome behavior are given in Table 23.
Table 23
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Middle school
teachers need to be
mindful about
diversity in various
aspects.
The scores from the
self-checking balanced
scorecards
As balanced score cards should
be submitted, head teachers will
provide the balanced scorecards
and monitor them.
Every week
Middle school
teachers meet to
collaborate on
implementing
multicultural
education curriculum.
The number of
mentoring sessions
taken place among the
teachers.
Middle school will establish a
mentorship program for teachers
to meet in person; and discuss
best practices for their class.
Quarterly
Middle school
teachers show
confidence in
effectively teaching
the multicultural
education topics
interwoven with their
subject.
The number of
multicultural related
activities and topics
within each unit.
The MoE and other
governmental institutes will
provide resources related to each
subject.
Every
fortnight

Required drivers. To make Level 3successful, the results at Level 4 are essential.
Required drivers are systematic processes to reinforce, monitor, encourage, and reward
performance of the stakeholder group’s critical behaviors on the job (Kirkpatrick & Kirkpatrick,
2016). Required drivers are, for example, job aids, coaching, review, and recognition for a job
well done, which maintain the responsibility for good performance and shared value, as well as
encourage consistent performance among the stakeholder group. According to the managerial
level teacher interviews, it was hard for them to learn multicultural education in the first place
since they have never heard of it in other schools. In Seoul, Korea, only specific regions have
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 183

multicultural students. Thus, the schools having a majority of multicultural students in these
regions have been suffering from lack of resources, supports, and teacher engagement. As a
result, teachers' commitments to implementing multicultural education has become low, even if
the teacher training provides useful information for teachers. Increasing commitment and
engagement among teachers will be critical for future recommendations to be successful. The
required drivers are described in Table 24 to achieve 100% of the middle school teachers and
organizational goals for effectively implementing multicultural education in secondary schools.
Table 24
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Self-checking balanced scorecards: Advanced self-
checking balanced scorecards with practical samples
and clear directions are used as a tool to provide
middle school teachers.
Everyday 1
Taking in-service programs: The mandatory 15-hour
per three years teacher training program for
(selective) teachers is used as a primary common
knowledge building for all teachers.
Yearly 3
Mentoring sessions: Group mentoring sessions with
(an) experienced teacher(s) in the same district are
used to build practical skills for teachers, and share
knowledge and issues particularly related to the
regional characteristics.
Quarterly 2
Encouraging
Mentoring sessions with case study presentations:
Middle school teachers present case studies directly
from their classes to build more practical sense of
teaching and supporting among with the shared
characteristics of students and regions.
Quarterly 2
Recognition for teachers based on implementation of
multicultural education in their subjects.
Semester 1, 2, 3
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 184

Rewarding
Rewarding for teachers based on multilateral
evaluation including participation of mentoring
sessions, high improvement on self-checking
balanced scorecards, and implementing multicultural
activities and topics in class.
Yearly 1, 2, 3
Monitoring
Head teachers/vice principal review individual self-
checking balanced scorecards to verify and discuss
solutions for current issues in class.
Every week 1

Organizational support. To achieve the stakeholder and organizational goals, it is vital
for the organization to fully support the stakeholder’s critical behaviors and implement required
drivers. Middle schools will focus on cultivating diversity inclusive cultures by recognizing
teachers’ effort every semester, and giving rewards per year for teachers who promote
implementation of multicultural education in their subjects. According to researchers (Jang,
2015; Yeo, 2016), it is helpful for teachers being motivated to teach multicultural education by
changing the climate toward multiculturalism in the middle school. According to one of the
interviewees, volunteering as a multicultural education-centered schools is considered as one of
the 3D (difficult, demeaning, and demanding) jobs among teachers. Therefore, it is critical to
recognize teachers’ additional efforts for implementing and practicing multicultural education.
In addition to recognition and reward systems, multicultural education-centered middle
schools will build a mentoring program that pairs or groups senior teachers with novice teachers
quarterly to promote knowledge and practical skills by sharing information and know-hows. The
mentoring program will also be used as an encouraging tool with case study presentations to
build more practical sense of teaching.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 185

While the individual schools build the concrete recognition and reward systems along
with the mentoring programs, the Ministry of Education should provide teacher training with
tangible resources both for promoting general knowledge of multicultural education and
implementing it in practice per year. In particular, many teachers pointed out that they lack
practical and feasible multicultural education activities and topics from the MoE, which results in
teachers developing all classroom materials all by themselves. Here, teachers are worrying there
is a greater chance for them to have inaccurate information, limitation of searching classroom
resources in the online, and of course, imbalanced allotting times of teaching and supporting
multiethnic and Korean students. Therefore, it is essential for middle school teachers to have
verified supports such as additional resources and guidance by the MoE.
Level 2: Learning
The list below is what the stakeholders need to know and be able to do following the
learning event or implementation of the program to perform the critical behaviors listed above.
Learning goals. Following the recommendations in this study, middle school teachers
will know the following learning goals and be able to perform the critical behaviors identified
above to teach multicultural education and support all students:
1. Understand the importance of building diversity inclusive educational settings in
classroom (Declarative Knowledge).
2. Acquire and remember the general knowledge of multiculturalism, and methodologies of
implementing multicultural education in classrooms (Procedural Knowledge).
3. Apply the values in multicultural education for all students (Utility Value).
4. Attribute their failures and successes of teaching and supporting multiethnic students to
various professional development they have taken (Attributions).
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 186

5. See the values of implementing multicultural education in classes (Mood).
6. Be confident to teach diversity topics in class and support multiethnic students (Self-
Efficacy).
7. Receive recognition and rewards of what they have been practicing in class showing the
value in knowledge of multicultural education skills, values, and attitudes (Cultural
Model).
8. Facilitate various multicultural activities in their subject specific by having resources and
supports from the Ministry of Education (Cultural Setting).
9. Implement teaching skills for multiethnic students learned in in-service teacher training
programs (Cultural Setting).
Program. The learning goals listed in the previous section can be achieved with a set of
programs with teachers. Currently, the Ministry of Education made the 15-hour in-service
training mandatory for the teachers who are in charge of multicultural education curriculum in
each school. However, it is not enough having one or two managerial level teachers at one
school who understand the value, knowledge, and skills. The current teacher training program
provides general knowledge of multiculturalism, multicultural families in Korea, theories of
multicultural education, and several case presentations of other countries.
The recommendation for the existing teacher training program is to provide feasible
resources for each subject including activities and topics pertinent to diversity for middle school
teachers during the training sessions. Since teachers cannot prepare all classroom materials
including the unexpected unforeseen ones in advance, it is necessary to support teachers with
tangible subject specific teaching aids such as discussion topics, additional activities for
classrooms, and detailed information about countries where multiethnic students are from. The
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 187

teachers asserted that they lack of academic resources and direct supports for multiethnic
students who cannot read, write, and understand the academic Korean language well. Susan, a
Chinese language teacher at Grace Middle School, stated that she was asked to help a math
teacher to find a math textbook online and verify the contents. However, Susan described it as
strenuous work just for two teachers since it was hard for them to find the Chinese math textbook
online. She had little knowledge about math terms in the Chinese language and the math teacher
had to match the Chinese math textbook with the Korean one. They took a risk of inaccuracy to
use the Chinese textbook as a supplement even though they have put a lot of extra time during
the winter vacation.
Another recommendation for each middle school is to create mentorship programs,
especially for novice teachers. According to the survey results, almost over 40% of all teachers
from both schools never had training for teaching multicultural education and supporting
multiethnic students. Almost 90% of the teachers had less than 3-year-long experiences in the
field of education and believed they are not competent to teach diversity topics in accordance
with their subject. They also stated that it would be beneficial for them to have mentorship
programs with well-experienced senior teachers to get to know the class materials and students
better. However, it would be unfair for senior teachers to put extra time and effort for other
teachers. Therefore, mentorship programs can be embedded in the current quarterly assembly to
verify ongoing issues and to develop discussions for solutions among teachers teaching the same
subject.
Finally, job aids can ensure implementing knowledge and skills, remind teachers of
values and critical points, and monitor issues from practice to develop solutions for further
references. First, posters with messages, such as the school agenda for all students, and the key
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 188

indicators should be created, which can foster a diversity mindful climate throughout the middle
school for teachers and students. Also, balanced scorecards with individual KPI (Key
Performance Indicators) will provide teachers with self-checks to do before, during, and after
each class. Daily self-checking might be burdensome for some teachers but it will be a great
help for teachers to follow up what they are missing and what worked effectively in class. Head
teachers in each grade or in each subject will hold a group discussion fortnight to raise awareness
of current issues among all teachers and to share knowledge and skills for problem solving.
Evaluation of the components of learning. To avoid repetitive time-consuming proper
evaluation, strategies should be implemented in the aforementioned program to successfully
bring innovations. Middle school teachers’ knowledge and skills, attitude, confidence, and
commitment of teaching multicultural education based on their participation in the training
should be evaluated. Both formative and summative evaluation methods will be suggested to
assess teachers’ knowledge and skills (knowledge), attitude, confidence, and commitment
(motivation). Table 25 shows the methods and the timing of each item as applicable to middle
school teachers in accordance with the items in the program.
Table 25
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge check-ins during training sessions
Throughout 50-minute training sessions (15
sessions in total) in 15-hour long training
programs
Think in groups and share out with everyone During training sessions
Procedural Skills “I can do it right now.”
Feedback with senior teachers (mentors) Fortnightly during semesters
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 189

Whole group discussions Every month
Small group meetings with senior teachers to
discuss issues, solutions, and practical skills
Quarterly
Attitude “I believe this is worthwhile.”
Discussions about the value and rationale about
implementing multicultural education
Per semester
Small group discussion of classroom issues with
senior teachers
Quarterly
Confidence “I think I can do it on the job.”
Balanced scorecard for teachers to self-check the
classroom process
Every day during semesters
Small group meetings to present case studies Quarterly
Commitment “I will do it on the job.”
Self-checking balanced scorecard of the progress in
KPI
During and after each class
Creating KPI with how to implement new
knowledge and skills
Yearly (after taking training sessions)

Level 1: Reaction
In the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016), Level 1
measures the levels of 1) the participants’ satisfaction with the training; 2) the engagement of
participants; and 3) the relevance of the training to the participants’ jobs. Table 26 demonstrates
a list of the tools to evaluate the recommended timing of each method with three categories of
engagement, relevance, and customer satisfaction.
Table 26
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Three bullet points from each small group discussion activity:
Collecting bullet points from all small groups to examine how
teachers develop topics and seek solutions based on the training
contents.
During the training sessions
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Teachers’ KPI items: Reviewing how individual teachers build
their performance indicators in relation to their subject and
multicultural topics/activities for classes.
During the training sessions
Lesson plan ideas: Presenting lesson plan ideas among the
teachers with same subjects to transfer knowledge to practice.
At the end of the training
Relevance
Session evaluation: A brief evaluation to validate the topics and
activities in each session.
Immediately after each training
session
Delayed evaluation focused on whether the training contents have
been used in class: A brief survey to verify whether the training
topics and contents meeting the needs and practicality in class.
About 120 days after the training,
and right before the next training
program starts
Customer Satisfaction
Formative session feedback survey: Middle school teachers take
less than 5-minute long survey for each session they take.
Immediately after each training
session
Summative training program feedback survey: Middle school
teachers take about 15-minute long survey for each of the 15-hour
program and the 60-hour program.
Immediately after each training
program

Evaluation Tools
Evaluation tools play an important role assessing the process of training programs at
Level 4, as well as checking critical data pertinent to teachers’ participation, satisfaction, and
practical relevance to the classroom settings at Level 1. Throughout all four levels, the
fundamental purposes of evaluation should reflect the collected data (Kirkpatrick & Kirkpatrick,
2016).
Immediately following the program implementation. Conducting immediate
evaluations with simple and brief formats are one of the effective ways to capture the teachers’
reactions and training session feedbacks at Levels 1 and 2 (Kirkpatrick & Kirkpatrick, 2016).
Immediately after each session in the programs, quick surveys will be conducted asking teachers
to rate the relevance of the contents and satisfaction. It is important to evaluate each session to
verify the contents’ validity and their practicality in class so the future training program can have
more sessions which meet teachers’ needs based on the feedback. Appendix F is the English
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 191

version of the survey with rating components of Level 1 and Level 2 of the teacher training
program distributed in a paper form and collected by each instructor as teachers leave the room.
Since the participants of the training are Koreans, the Korean version of the survey presented in
Appendix G will be given. At the end of the last session, an additional survey evaluating the
overall program will be distributed to the teachers to examine teachers’ reactions, satisfaction,
and engagement to the training program itself in the form of rating and open-ended questions as
shown in Appendix H in the English language and Appendix I in the Korean language. All the
survey materials will be peer reviewed by the English teachers in Korea.
Delayed for a period after the program implementation. To validate the effectiveness
of the training requires some time after the application of learning in practice. In the Level 4
feedback, delayed evaluation strategies will be taken to examine the effectiveness and validity of
the teacher training. Appendix J (the English language version) and Appendix K (the Korean
language version) provide the summative elements across all four levels of evaluation. The
survey will take approximately 120 days post-training and right before the next training starts.
Therefore, the relevance of the training (Level 1), the practicality of knowledge and skills
acquired from the training (Level 2), and the degree of application of learning in the training
(Level 3) served as internal leading indicators of the survey for overall teacher training program
success pertinent to multicultural education (Level 4).
According to Kirkpatrick and Kirkpatrick (2016), it is critical to hold on-going processes
of learning rather than to capture a single moment. Thus, holistic and heuristic approaches will
identify gaps in teachers’ knowledge and behaviors. Also, the evaluation will provide
information and feedback what should be amended for future training from teachers’
perspectives. All the survey materials were peer reviewed by the English teachers in Korea.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 192

Data Analysis and Reporting
Retaining data-driven decision making based on the facts from the practice is critical to
implement changes effectively and take actions for future improvements in many organizations
(Kezar, 2001). Although significant research pertinent to multicultural education and
multiethnic students has been conducted, the demand for conducting research reflecting teachers’
needs, regional characteristics, and practical impacts has increased among educational
practitioners in Korea (Hong & Min, 2015). Kirkpatrick and Kirkpatrick (2016) also emphasize
the continuous process of evaluation and revision of implementation to accomplish
organizational goals. Therefore, it is critical for this study to build how to analyze and report the
results from the teachers in training and how to recycle it to improve educational equity among
all students.
After data is collected from each session and program, all results from each session and
the overall program evaluations will be rated and analyzed by teacher training program managers
from the government in the form seen in Figure 24.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 193

Figure 24. Possible evaluation report format. The figure displays possible components for the
report of the evaluation. The results from the delayed evaluation will be combined with the
evaluation data and presented in a similar format. The survey results and analysis will be
employed to amend training programs to better meet the teachers’ needs and to achieve
organizational goals more effectively. Before explaining the process of reporting steps, it is
difficult to conduct research among multicultural education-centered schools in Seoul according
to the interviews. Since there are between five and eight teachers at most schools of
multicultural education-centered schools, it is difficult for researchers and research institutes to
elicit feasible data from them as a result. Therefore, the survey results will be shared with many
possible practitioners, researchers, and research institutions.
First, the survey data will be shared with the principals and vice principals of each
school. It is important to share the information in the unit school first so that managerial level
teachers can prepare their teachers to apply the knowledge and skills from the training or have
meetings at school, if necessary, before the semester starts. Next, the results will be reported to
the Ministry of Education. As observed in the document analysis section, the multicultural
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 194

education-centered schools should submit their yearly report. In addition to the yearly report, the
results from the survey evaluations will provide the MoE tangible data about the training and
reactions from teachers’ perspectives. As a result of sharing the results with the MoE, individual
instructors in the training program will automatically receive the data since they were hired from
the MoE. They will have a chance to improve the session in which they are in charge of with the
data. The revised content materials for training from each instructor will be reviewed in advance
of the following training. Finally, the data results will be shared with research institutions and
their researchers, such as NIME and MESC, to develop future teacher training programs
reflecting the results and analysis and amend current ones. Evaluation reports with visualized
dashboards should review each session and the whole program including data from leading
indicators.
Summary
The implementation of the changes and evaluation for middle school teachers is based on
the New World Kirkpatrick Model to make diversity inclusive educational setting in secondary
education in Seoul, Korea. To meet the organizational goals successfully, Kirkpatrick and
Kirkpatrick (2016) claim to establish the whole process in reverse. It means training should be
built from intended results with leading indicators so middle school teachers know the expected
improvements and desired outcomes in multicultural education throughout the training in Level
4. In Level 3, middle school teachers’ behavior is mainly observed to verify whether the transfer
of knowledge and skills from the training are implemented in practice. Level 2 is a step for
learning where middle school teachers receive training in the program. Finally, Level 1
evaluates teachers’ reactions and engagement of the implemented training.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 195

Strengths and Weaknesses of the Approach
The Clark and Estes’s (2008) gap analysis provides a systemic framework to examine
and solve performance problems in organizations. The framework requires clear goals of various
levels of stakeholder groups in an organization so that a researcher can have an opportunity to
explore uncover root causes of organizational problems by examining knowledge, motivation,
and organizational influences to achieve the goals. The framework provides a holistic approach
to solve organizational problems by encouraging constant improvement based on research data
gathered from practice by researching root causes, identifying plausible and sustainable
solutions, and creating implementation and evaluation plans to assess whether the goals are
accomplished. The whole process of the framework is based on evidence-based approach, which
gives more sensible and tangible solutions for the stakeholder groups to achieve the goals.
However, it is difficult for a researcher if the organization does give clear organizational
goals to generate assumed needs among each stakeholder group. In this study, there were two
possible limitations created by adapting the need analysis. First, the Ministry of Education has
established goals based on what each administration claimed under their political slogan.
Second, there were three different government institutions involved in managing multicultural
education curriculums and activities among middle schools in Seoul: the MoE, the National
Center for Multicultural Education (NIME), and the Seoul Metropolitan Office of Education
Multicultural Education Support Center (MESC).
To overcome the limitations from the framework, a document analysis research
methodology was used to examine how the governments changed multicultural education
policies under their slogans in the government annul reports and year planning documents from
2008 to 2018. There were no major changes found in keynote policies. Also, websites for each
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 196

government organization and teacher’s guides published by them were examined to ensure there
were no conflicts for middle schools and teachers in Seoul.
Limitations and Delimitations
The description of limitations in this study was discussed in Chapter Three. The primary
delimitation of the project was methodologies in this research. However, this study examined
contexts specific to teachers in public middle schools in Seoul and addressed the specific
organization’s mission and innovation goals. Also, possible biases and positionality of research
were removed from peer reviews and applying triangulation. By extension, secondary schools in
different regions and countries may benefit from the application of this project’s use of Clark and
Estes (2008) gap analysis process to bring about innovation application in this study in a similar
manner.
Future Research
There are some suggestions for future research based on research data presented in this
study. First, the expansion of the range of middle schools should be considered. Since this
research only targeted multicultural education-centered (MEC) schools, this study could not
examine the general understanding of multicultural education among middle schools without
multiethnic students in Seoul. Second, a study monitoring what multiethnic students pursue after
secondary education would be beneficial for researchers and policymakers to improve current
multicultural education and related educational issues in practice. Finally, to keep pace with the
social changes particularly in education, stakeholder groups studying multicultural education
should be expanded to all the teachers from K-12 to college lectures.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 197

Conclusion
The purpose of this study was to conduct a needs analysis in the areas of knowledge and
skills, motivation, and organization influences among middle school teachers in Seoul, South
Korea to accomplish the organizational performance innovation of implementing and developing
multicultural education and building diversity inclusive educational settings in secondary
education. The innovation was viewed as important to both the areas of assessment and
multicultural education, as well as to secondary education broadly, given the increased focus on
multicultural education across the nation.
The literature outlined the Koreans perspective of multiculturalism, meaning and
importance of secondary education, and trends for the continually growing demand of
multicultural education. The field is accelerating in how multiculturalism affects secondary
education, in particular for the breadth of activities that embody internationalization.
Multicultural education continues to evolve practices by bringing diverse discussions and
perspectives into academic and curriculums, research, strategy, and national policy. Although
there can be great variance based on institutional types and other factors, the primary needs and
demands of multicultural education in the field of education in Korean society has grown.
Furthermore, the data from analyzing various documents, a survey, and interviews validated
there were gaps among middle school teachers to hinder achieving the goals to implement
multicultural education and teach and support multiethnic students successfully.
As shown in data and findings, the multicultural middle schools were struggling even
with high financial and human resources in Seoul, where possessing the most state-of-art
educational supports. Considering the circumstances, rural areas in Korea and even urban
education areas in other countries with lacks of financial resources and supports might suffer
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 198

harder. Therefore, the recommendations in this study can be used as leverage its effectiveness
and tangibility for other similar educational settings to make diversity inclusive educational
settings.
Koreans often misuse ‘different [다른, Darŭ n]’ as ‘wrong [틀린, Tŭ lin]’ in the Korean
language. Korean society becomes more diverse ethnically and culturally. Unless education
provides learning opportunities for all students to acquire the understanding that being different
does not mean being wrong, the Korean society will face conflicts and have issues amongst
various groups of people. Hopefully, the findings and recommendations presented in this study
provide an opportunity to bring innovative changes to secondary education in Korea.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 199

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APPENDIX A
Interview Protocol (English)
My name is Bo La Kim conducting the doctoral study at University of Southern
California. The names of schools and interviewees participating this research were marked,
recorded and stored anonymously and the research data will be confidential. The information
gathered in this study will be stored in a locked cabinet once it is removed from any electronic
devices such as a laptop computer or recording devices. Only mobile numbers will be stored
without personal information to send e-gift cards after gathering data. This study will guarantee
the interviewees’ voluntary participation; therefore, you can decide not to answer any question
you don’t wish or can withdraw from the study. Please notify me if you wish to withdraw your
answers or stop recording.
This study is about what kinds of innovative methods can be implemented to improve
multiethnic students’ academic achievements as well as to make diversity inclusive educational
settings. This is the study about the teachers’ knowledge and skills, motivation, and
organizational context of teaching and supporting multiethnic students. The stakeholder group
for this study is middle school teachers since middle school is the starting point of entering the
higher education in South Korea (Lee, 2001). Therefore, the interview questions are based on
the teachers’ knowledge and skills; motivation; and organizational context about teaching and
supporting multiethnic students in Seoul, South Korea.
In this study, multiethnic students here mean students with a foreign parent (or both
foreign parents), whether they were born in Korea or outside of Korea. Also, in this study, the
author intends the terms “diversity” to include people of different races, ethnic groups, cultures,
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 214

religions, socio-economic classes, sexual orientations, and physical abilities. Do you have any
questions about the research? If not, let us begin the interview.
First of all, please tell me about yourself in the field of education; what subject are you
teaching? How long have you worked as a head teacher? Thank for the information. Then, how
long have you been teaching multiethnic students? I see. You have been spending quite a long
time to teach and support multiethnic students. Do you think multicultural education is
necessary for multiethnic middle school students? If so, in what aspect do you think
multicultural education is necessary for middle school students? Please support your answer with
supporting details. (If not, please state the reasons in details.) How about multicultural education
for native Korean students? Do you think it is necessary? Please explain your answer. What are
the differences between the multicultural policy schools and normal schools? Please explain
with details.
This time, please describe your routine of introducing new topics/units to the students in
class. That is quite a lot of job. What is the difference, if any, of teaching a class made up of
only native Korean students and a class with Korean and multi-ethnic students together?
According to what you have said, there is quite a difference (or they are pretty much same),
right? Do you think it is necessary for teachers to introduce different skills to motivate
multiethnic students to learn? Why or why not? Then, please describe multiethnic students’
academic achievement in your subject. So, according to your statement, there are some/no
differences between the Korean students and multiethnic students’ academic achievements in
(your) subject, right? Are there any conflicts between multiethnic students and native Korean
students? If so, what are the cases and how do you solve them?
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 215

Next question is about classroom and subject management. As a head teacher of (the
subject or grade), how could describe your job in relation to teach and support multiethnic
students? Interesting. Then, how do you, as a head teacher, provide supports for other teachers?
Are teachers cooperative and supportive to teach multicultural education? Please explain with
details. What are the difficulties to draw teachers’ participation and empathy about multicultural
education? then could you give me some examples or cases that you contact parents? Is there
any difference to contact parents among Korean and multiethnic students? I see. How about
native Korean parents’ reactions to implement multicultural education?
The interview is almost finished. If any, what kinds of supports from the Ministry of
Education, National Center for Multi-cultural Education, and Seoul Metropolitan Office of
Education Multicultural Education Support Center do you have to teach multicultural education
in practice? Do you think teacher training programs you mentioned are providing practical help
for teachers? Why or why not? Please explain with examples. In any, did you receive any kinds
of multicultural education training in college or teacher preparation period? If so, what was it
about? Thank you for the answer.
We are almost done. How can you describe major differences between elementary and
middle school education? So, you think there is (no) major difference, right? Thank you for the
answer. Then, do you think it will be helpful to support the multiethnic students if you have a
unified system in terms of accessing a student’s previous educational records? If so, in what
ways? I see. Then, when do you have an issue with teaching or supporting multiethnic students,
how do you solve it? If you have a mentorship with a senior teacher, do you think it will be
helpful? Okay, here is the final question. If any, please share your ideas and opinions about
teaching and supporting multiethnic students. Do you want to add something or any advice?
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 216

Well, thanks for the previous time and participation. Would you please give me your mobile
number to receive the Starbucks e-gift card? Thank you. If you have any questions, please don’t
hesitate to contact me. Thank you. Have a great day.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 217

APPENDIX B
Interview Protocol (Korean)
안녕하세요, 저는 남가주 대학교에서 교육학 박사 과정을 밟고 있고, 이 연구를
진행하게 된 김보라입니다. 인터뷰 대상자와 학교는 모두 익명으로 처리되며, 모든 연구
데이터는 기밀로 보관 될 것입니다. 연구에서 수집된 정보들은 수집된 후, 노트북이나
녹음 장치 등과 같은 전자 장치에서 완전히 삭제된 뒤에 잠금 장치가 있는 캐비닛에
보관될 예정입니다. 모든 설문 조사 수집 후에 스타벅스 기프티콘 발송을 위해 개인 정보
없이 전화 번호만 저장됩니다. 이 실험은 참가자의 자발적 동의로 이루어지고 있습니다.
그러므로 질문에 대한 답변을 거부할 권리 및 실험 참가를 철회할 권한이 있음을
알려드립니다. 답변에 대한 철회를 원하시거나 녹음되길 원치 않으시면 알려주십시오.
이 논문은 어떻게 하면 다양성을 포용하는 교육 환경을 만들고 다문화 가정
아이들이 중고등학교 교육 과정에서 학업 성취도를 높일 수 있는지에 대한 혁신적인
방법을 연구하는 것을 목표로 하고 있습니다. 이 논문은 한국 학생들의 다문화 및
다양성에 대한 인식 증대와 다문화 학생들을 가르치고 지원함에 있어서 교사에게 필요한
지식과 기술, 동기, 문화 및 정부 기관의 지원 및 정책 방향을 연구하는데 초점이 있습니다.
이 논문의 연구 대상은 중등 교사이며, 그 이유는 중학교 과정이 대학과 같은 고등 교육
기관으로 진출하는데 중요한 역할을 하는 첫 걸음이기 때문입니다. 그러므로 인터뷰
질문들은 한국, 서울의 다문화 학생에 대한 교사의 지식과 기술, 동기, 문화 및 기관적
맥락을 파악하는 것에 기반하고 있습니다.
이 논문에서 다문화 학생은 한국에서의 출생과 관계없이 두 부모 모두 혹은 한
부모가 외국인인 경우를 의미합니다. 또한 이 논문에서 연구자는 “다양성”이라는 용어를
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 218

인종적 차이 및 민족적 차이, 문화적 차이, 종교적 차이, 사회-경제 계층적 차이, 성(性)적
지향적 차이를 포함하는 것으로 사용하고 있습니다. 질문이 있으신가요? 없으시다면
인터뷰를 시작하겠습니다.
먼저 선생님에 대한 정보에 대해서 여쭤보겠습니다; 교직에 얼마나 계셨나요? 어떤
과목을 가르치시나요? 부장 교사 선생님으로는 얼마나 근무 하셨나요? 감사합니다.
그렇다면 다문화 학생들은 얼마나 가르치셨나요? 그렇군요. 꽤 오랜 시간 동안 다문화
학생들을 가르치셨군요. 다문화 교육이 다문화 중학생들에게 필요하다고 생각하시나요?
만약 다문화 교육이 어떤 측면에서 중학생들에게 필요하다고 생각하신다면, 구체적인
예시를 들어서 이유를 설명해 주세요. (아니라면, 왜인지 구체적으로 설명해주세요.)
그렇다면 한국 학생에게도 다문화 교육이 필요하다고 생각하시나요? 설명 부탁드립니다.
다문화 정책 학교와 그렇지 않은 학교의 가장 큰 차이점은 무엇일까요? 자세히 설명
부탁드립니다.
그럼 이번에는 새로운 단원이나 주제를 소개할 때의 일상적인 풍경에 대해서 묘사
부탁드립니다. 하실 일이 정말 많네요. 만약 차이점이 있다면, 한국 학생들로만 이루어진
학급과 다문화 학생이 함께 있는 학급과의 차이가 있을까요? 선생님 말씀에 따르면 두
학습의 성격이 많이 다르다 (혹은 비슷하다)고 하셨는데, 맞나요? 다문화 학생들에게 동기
부여를 하기 위해서 교사가 다양한 방법을 써야 한다고 생각하시나요? 왜 그런가요 혹은
왜 그렇지 않나요? 그러면 선생님 교과목에 대한 다문화 학생들의 학업 성취에 대해
말씀해주세요. 선생님 말씀에 따르면, 한국인 학생들과 다문화 학생들의 학업 성취에 많은
차이가 있다는/없다는 것이죠, 맞나요? 혹시 다문화 학생들과 한국 학생들 사이에 갈등이
있기도 한가요? 어떤 경우이고, 어떻게 해결하시나요?
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 219

다음 질문은 학급 및 교과목 운영에 관한 것입니다. 다문화 학생들을 가르치고
지원하는데 있어서, 학년주임 혹은 교과목 주임이라는 역할에서 요구되는 것은 어떠한
것이 있을까요? 흥미롭군요. 그렇다면, 학년 부장으로서 선생님께서 다른 선생님들께
다문화 교육을 위한 어떠한 도움을 제공 하시나요? 다른 선생님들은 다문화 교육에
대해서 협조적이신가요? 예시를 들어서 설명 부탁드립니다. 다문화 교육에 대한
선생님들의 공감대를 이끌어 내기 위해 어떤 점이 힘드신가요? 그렇다면 학부모님들께
연락해야 하는 상황에는 어떠한 경우가 있나요? 한국 학생 부모님과 다문화 학생
부모님께 연락하는데 어떠한 차이점이 있나요? 그렇군요. 한국 학부모님들은 다문화
교육에 대해서 어떻게 생각하시나요?
만약 가능하다면, 교육부 혹은 서울시 교육청 혹은 중앙다문화센터 등에서 다문화
교육을 위해 선생님께 실제적인 도움을 주는 방법들을 제공하고 있는지 말씀해 주실 수
있나요? 언급하신 다문화 관련 교사 연수가 현장에서 실제적 도움을 제공한다고
생각하시나요? 왜 그런가요 혹은 왜 그렇지 않나요? 설명과 예시를 부탁드립니다. 혹시
학부나 임용고시 과정 중에 다문화 교육에 대해 수업을 받으신 적이 있나요? 만약 있다면
어떤 내용이었나요? 혹시 학교에서 자체적으로 시행하는 다문화 교육 교사 연수가
있나요? 답변 감사드립니다.
인터뷰가 거의 끝나갑니다. 초등 교육과 중등 교육의 가장 큰 차이점은 무엇이라고
생각하십니까? 선생님께서는 큰 차이가 있다/없다고 생각하시는 군요, 맞나요? 답변
감사드립니다. 만약에 가능하다면, 초등학교와 같은 이전 교육 기관과 다문화 학생의
학업적 기록을 공유하는 통합 시스템이 있다면 도움이 될 거라고 생각하시나요? 만약
그렇다면 어떠한 측면에서 도움이 될까요? 그렇군요. 만약 다문화 학생을 지도하고
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 220

가르치는데 있어서 어려움이 있다면, 어떻게 해결 하시나요? 만약에 경력이 풍부한
선생님과의 멘토쉽이 있다면, 이제 막 다문화 교육을 시작하는 선생님께 도움이 될까요?
어떤 측면에서 도움이 될 것이라고 (혹은 되지 않을 거라고) 생각하시나요? 감사합니다.
마지막 질문입니다. 실제적으로 현장에서 교사들이 다문화 학생들을 가르치고
지도하는데 겪는 어려움을 해소하기 위해서 어떠한 방법들이 있을 수 있을까요? 궁금하신
점이나 연구에 대한 조언이 있으신가요? 귀한 시간 내주시고 참여해 주셔서 감사합니다.
스타벅스 쿠폰 발송을 위해 전화번호를 수집하고 있습니다. 핸드폰 번호가 어떻게
되시나요? 감사합니다. 질문이 있으시면 언제든 연락주세요. 즐거운 하루 되세요.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 221

APPENDIX C
Survey Items (English & Korean)
* My name is Bo La Kim and I am conducting the doctoral study at the University of Southern
California. This study is about what kinds of innovative methods can be implemented to
improve multiethnic students’ academic achievements as well as to make diversity inclusive
educational settings. Please read the distributed informed consent form in front of you. The
names of schools and survey takers will be marked, recorded and stored anonymously and the
research data will be confidential. The information gathered in this study will be stored in a
locked cabinet once it is removed from any electronic devices such as a laptop computer or
recording devices. This study will guarantee the survey takers’ voluntary participation;
therefore, you can decide not to answer any question you don’t wish or you can withdraw from
the study. If you understand the policy and want to participate in, please write “yes.”
* 안녕하세요, 저는 남가주 대학교에서 교육학 박사 과정을 밟고 있고, 이 실험을 진행하게
된 김보라입니다. 이 논문은 어떻게 하면 다양성을 포용하는 교육 환경을 만들고 다문화
가정 아이들이 중고등학교 교육 과정에서 학업 성취도를 높일 수 있는지에 대한 혁신적인
방법을 연구하는 것을 목표로 하고 있습니다. 앞에 있는 사전 동의에 관한 안내를
읽어주시기 바랍니다. 설문 대상자와 학교는 모두 익명으로 처리되며, 모든 연구 데이터는
기밀로 보관 될 것입니다. 연구에서 수집된 정보들은 수집된 후, 노트북이나 녹음 장치
등과 같은 전자 장치에서 완전히 삭제된 뒤에 잠금 장치가 있는 캐비닛에 보관될
예정입니다. 이 실험은 참가자의 자발적 동의로 이루어지고 있습니다: 그러므로 질문에
대한 답변을 거부할 권리 및 실험 참가를 철회할 권한이 있음을 알려드립니다. 동의하시면
“예”를 써주십시오.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 222

Definitions 정의
* All information indicating organizations, schools, and survey takers will NOT BE STORED.
Only mobile numbers will be stored WITHOUT personal information to send e-gift cards after
gathering data.
* 설문 조사에 참여하는 기관, 학교 및 개인 정보 등은 저장되지 않습니다. 모든 설문 조사
수집 후에 기프티콘 발송을 위해 개인 정보 없이 전화 번호만 저장됩니다.
* Definition 1: In this study, multiethnic students here mean students with a foreign parent (or
both foreign parents), whether they were born in Korea or outside of Korea.
* 정의 1: 이 논문에서 다문화 학생은 한국에서의 출생과 관계없이 두 부모 모두 혹은 한
부모가 외국인인 경우를 의미합니다.
* Definition 2: In this study, the author intends the terms “diversity” to include people of
different races, ethnic groups, cultures, religions, socio-economic classes, sexual orientations,
and physical abilities (Guyton & Wesche, 2010, p. 28). If you read the definitions above, please
write “yes.”
* 정의 2: 정의: 이 논문에서 연구자는 “다양성”이라는 용어를 인종적 차이 및 민족적 차이,
문화적 차이, 종교적 차이, 사회-경제 계층적 차이, 성(性)적 지향적 차이를 포함하는
것으로 사용하고 있습니다. 내용을 숙지하셨으면, “예”를 써주십시오.
no
Survey Item
(Question and Response)
1 나는 ________ 년 동안 교사로 재직하고 있다. I have worked in the field of education for ____ years.
2 나는: 한국인 / 비 한국인이다. I am: native Korean / non-Korean.
3 나는: 여성 / 남성이다. I am: female / male.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 223

4
나는 한국 문화 이외에도 다양한 문화를 접해 본 경험이 있다.:
예, 그렇습니다. / 아니요, 그렇지 않습니다.

I have experienced diverse cultures, other than Korean culture.:
Yes, I have. / No, I have not.
5 나는 다문화 학생을 ____년 동안 가르치고 있다. I have taught multiethnic students for ____ years.
6
다문화 교육은 한국 사회에서 점차 중요해지고 있다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

Multicultural education is becoming more important in Korean society.:
(strongly disagree, disagree, agree, strongly disagree)
7
나는 잠재적 편견이 있을 만한 교과목 내용들에 민감하다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

I am sensitive about potential stereotypical and/or prejudicial content.:
(strongly disagree, disagree, agree, strongly disagree)
8
나는 다양성에 대한 주제를 교과목과 연결해서 다루는데 능숙하다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

I am proficient enough to know how to connect multicultural content with my subject.:
(strongly disagree, disagree, agree, strongly agree)
9
나는 담당 과목에서 다문화 학생들의 학업적 성취를 개선하는 방법을 알고 있다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

I know how to improve multiethnic students’ academic achievements with my subjects.:
(strongly disagree, disagree, agree, strongly agree)
10
나는 다문화 학생들이 다양한 대립(예: 소외 및 왕따 등) 에 직면했을 때 도움이 되는 교육적 활동
및 방법을 제공할 수 있다.: (매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

I can provide instructional activities to help multiethnic students develop strategies for dealing with
various confrontations such as isolation and bullying etc.: (strongly disagree, disagree, agree, strongly
agree)
11
다문화 교육은 한국 학생들에게 중요하다.: (매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

Multicultural education is crucial for native Korean students: (strongly disagree, disagree, agree,
strongly disagree)
12
다문화 교육은 다문화 가정 학생들에게 중요하다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

Multicultural education is crucial for multicultural Korean students.:
(strongly disagree, disagree, agree, strongly agree)
13
다양한 민족의 전통이나 역사에 대해 수업 시간에 이야기하는 것은 학생들 사이에 불화나 논쟁을
일으키는 경우가 있다.: (매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

There are some cases in which discussing diverse ethnic traditions and histories in school leads to
disunity and arguments between students.: (strongly disagree, disagree, agree, strongly disagree)
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 224

14
* 중고등 교육 현장에서 가장 중요한 순서대로 나열해 주세요. (가장 중요 1-5)
- 학생들의 성적 향상 ( )
- 다문화 교육 ( )
- 학생들의 진학 지도 ( )
- 인성 교육 ( )
- 클럽 활동을 통한 다양한 체험 학습 ( )

* Number them in the order of importance for a secondary education setting. (Most important 1-5)
- Students getting higher scores ( )
- Teaching multicultural education ( )
- Consulting students’ academic and career. counseling ( )
- Character education ( )
- Various field trips through club activities ( )
15
나는 다문화 학생들과 한국 학생들을 같은 교실에서 가르치는데 어려움이 없다.:
(매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

I am confident teaching multiethnic and native Korean students in the same class.:
(strongly disagree, disagree, agree, strongly disagree)
16
학생, 학부모, 교사들은 주요 학습 주제로 다문화 교육을 가르치는 것에 대해 중요하다고
인식한다.: (매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

Teaching multicultural education as a major topic in class is also recognized as important among
students, parents, and teachers.: (strongly disagree, disagree, agree, strongly disagree)
17
나는 다문화 교육을 위해 수업 시간을 따로 할당한다. (네 / 아니오)

I have time allotted in my class to teach diversity. (Yes / No)
18
만약 그렇다면, 다문화 수업에서 다루고 있는 주제를 골라주세요.
(가장 많이 다루는 주제 세 개만)
- 각 나라의 유명한 장소 ( )
- 음식 ( )
- 국제 관계 ( )
- 음악 ( )
- 역사 ( )
- 최근 국제 동향 ( )
- 문화 예) 의복, 전통 가옥 등. ( )
- 위인 ( )

If so, please select the topics you have in class. (Choose three you touch the most)
- Famous landmarks in other countries ( )
- Food ( )
- International relationship ( )
- Music ( )
- History ( )
- Current global issues ( )
- Cultures eg.) clothing, traditional house ( )
- Famous figures ( )
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 225

19
만약 있다면, 다문화 학생들의 높은 학업 성취를 방해하는 장애물에는 어떤 것들이 있습니까?
(가장 큰 장애물 순으로 1-5)

- 언어적 한계 ( )
- 교과목 이해의 한계 ( )
- 배경 지식의 부재 ( )
- 문화적 차이 ( )
- 사회성 결핍 (예: 선생님께 질문하기, 친구와 의논하기 등) ( )

What major obstacles, if any, do multiethnic students experience that hinders high academic
achievement? Please number the order of difficulties for multiethnic students. (Most difficult 1-5)

- Language barriers ( )
- Comprehension limitations of subject knowledge ( )
- Absence of background knowledge ( )
- Cultural difference ( )
- Lack of social skills
(eg. asking questions to teachers, discussing with friends etc.) ( )
20
나는 각 교과목과 관련된 더 많은 다문화 교육 컨텐츠와 보조 자료들이 필요하다.
(그렇다 / 아니다)

I need more multicultural contents and supplements related to each subject in practice. (Yes / No)
21
나는 수업에서 다양성에 대해 포괄적으로 가르치기 위한 교육부 / 서울시 교육청 /
중앙다문화센터 등과 같은 정부 교사 교육을 일 년에 약 _____시간 가량 받는다.

I have _____ hour in-service government programs per year to learn how to make inclusive classrooms.
22
나는 교사가 되기 전에 다문화 교육에 대한 교사 연수나 수업을 들으신 경험이 있다. 있다면
아래에 체크하세요. (복수 가능)

* 답변이 ‘아니오’ 일 때:
-나는 다문화 관련한 수업/연수 등을 교사가 되기 이전에 받아본 적이 없다. ( )

*답변이 ‘예’일 때:
-대학에서, 교직 (전공/선택) 필수 수업으로 수강 ( )
-대학에서, 교양 수업(혹은 전공 선택 수업)으로 수강 ( )
-임용고시 준비 중에 수강 ( )

I took the training programs or lectures related to multicultural education before I become a teacher. If
yes, choose below (multiple).

* For answer No:
I did not receive any training pertinent to multicultural education before becoming a teacher. ( )

*For answer Yes:
- In college, one of the mandatory classes to be qualified ( )
- In college, one of the elective classes ( )
- During the preparation for teacher certificate ( )
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 226

23
나는 이수한 다문화 관련 교사 연수가 교실에서 사용할 수 있는 다문화 관련 실용적 지식과
기술을 제공한다고 생각한다.:
(해당 없음, 매우 그렇지 않다, 그렇지 않다, 그렇다, 매우 그렇다)

I think teacher training programs I have taken provide practical knowledge and skills related to
multicultural education in class.: (not applicable, strongly disagree, disagree, agree, strongly agree)
24
다문화 학생을 효과적으로 가르치고 지도하기 위한 방법 한 가지와, 다양성을 포용하는 수업을
만들 수 있는 방법을 한 가지를 제시해 주세요.

Please describe ONE effective strategy to teach and support multiethnic students; and ONE effective
strategy to make diversity-inclusive classrooms.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
25

스타벅스 쿠폰 발송을 위해 핸드폰 번호를 제시해 주세요. 귀한 시간 참여해주셔서 감사합니다.
____________________________________

Please type your mobile number to receive the Starbucks e-gift card. Thank you for your time and
participation.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 227

APPENDIX D
Survey Results from Grace Middle School
Survey Question
Sample
size Median Average
Standard
deviation Min. Max.
Q1. I have worked in the field of education for XX years.
26 7 14 13.1 1 36

Q2. I am

Q3. I am

26.9% 26.9%
7.7%
3.8%
7.7%
26.9%
1~3 4~7 8~10 16~20 21~29 over 30
Years in education
Teachers' ethnicity
native Korean: 100%
non-Korean: 0%
76.9%
23.1%
female male
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 228

Survey Question
Sample
size Median Average
Standard
deviation Min. Max.
Q4. I have experienced diverse cultures, other than Korean culture.

Q5. I have taught multiethnic students for XX years.

26 2 2.32 1.52 1 7

Q6. Multicultural education is becoming more important in Korean society.

65.4%
30.8%
3.8%
Yes, I have. No, I have not. not answered
38.5%
19.2%
23.1%
7.7%
3.8% 3.8% 3.8%
1 2 3 4 5 7 not
answered
person
Years of teaching multiethnic students
50.0%
46.2%
0.0%
3.8%
Strongly agree
Agree
Disagree
Strongly disagree
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 229

Q7. I am sensitive about potential stereotypical and/or prejudicial content.

Q8. I am proficient enough to know how to connect multicultural content with my subject.

Q9. I know how to improve multiethnic students’ academic achievements with my subjects.

Q10. I can provide instructional activities to help multiethnic students develop strategies for dealing with various
confrontations such as isolation and bullying etc.

3.8%
34.6%
57.7%
3.8%
Strongly agree
Agree
Disagree
Strongly disagree
7.7%
30.8%
61.5%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
11.5%
76.9%
11.5%
0%
Strongly agree
Agree
Disagree
Strongly disagree
3.8%
53.8%
42.3%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 230

Q11. Multicultural education is crucial for native Korean students.

Q12. Multicultural education is crucial for multiethnic students.

Q13. There are some cases in which discussing diverse ethnic traditions and histories in school leads to disunity
and arguments between students.

Q14. Number them in the order of importance for a secondary education setting. (Most important 1-5)

46.2%
50.0%
3.8%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
0%
23.1%
65.4%
11.5%
Strongly agree
Agree
Disagree
Strongly disagree
50.0%
50.0%
0.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
84.6%
42.3%
38.5% 38.5%
61.5%
46.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
1 2 3 4 5
1 to 5 in the order of priority
Character education
Consulting students’
academic and career
counseling
Students getting higher
scores
Various field trips through
club activities
Teaching multicultural
education
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 231

Q15. I am confident teaching multiethnic and native Korean students in the same class.

Q16. Teaching multicultural education as a major topic in class is also recognized as important among students,
parents, and teachers.

Q17. I have time allotted in my class to teach diversity.

Q18. If so, please select the topics you have in class. (Choose three you touch the most)

7.7%
30.8%
53.8%
7.7%
Strongly agree
Agree
Disagree
Strongly disagree
3.8%
19.2%
57.7%
19.2%
0.0%
not answered
Strongly agree
Agree
Disagree
Strongl disagree
11.5%
88.5%
Yes, I have. No, I have not.
46.0%
21.0% 21.0%
6.0% 6.0%
0.0% 0.0% 0.0%
Famous
landmarks in
other
countries
Food Cultures eg)
clothing,
traditional
house
International
relationship
Current
global issues
Music History Famous
figures
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 232

Survey Question
Sample
size Median Average
Standard
deviation Min. Max.
Q19. What major obstacles, if any, do multiethnic students experience that hinders high academic achievement?
Please number the order of difficulties for multiethnic students. (Most difficult 1-5)

Q20. I need more multicultural contents and supplements related to each subject in practice.

Q21. I have XX hour in-service government programs per year to learn how to make inclusive classrooms.

26 1 4.48 5.8 0 15

61.5%
30.8%
23.1%
23.1%
23.1%
38.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
1 2 3 4 5
1 to 5 in the order of priority
Language barriers
Comprehension limitations
of subject knowledge
Absence of background
knowledge
Cultural difference
Lack of social skills (eg.
asking questions to teachers,
discussing with friends etc.)
not answered
92.3%
7.7%
Yes, I do. No, I do not.
46%
19%
23%
12%
never 1~9 hours more than 10 hours no answered
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 233

Q22. I took the training programs or lectures related to multicultural education before I become a teacher. If yes,
choose below (multiple).

Q23. I think teacher training programs I have taken provide practical knowledge and skills related to multicultural
education in class.

Q24. Please describe ONE effective strategy to teach and support multiethnic students; and ONE effective
strategy to make diversity-inclusive classrooms.

Category Summary of Comments Out of 16
Language Increase the Korean language skills 3
Life guidance
Make teachers engage multiethnic
students’ living conditions including
hygiene
1
Culture
Increase cultural activities 7
Teach Korean culture in-depth 2
Professional
development
Provide additional teacher training with
specific regional information
1
79.2%
12.5%
8.3% 8.3%
No, I did not
receive any
training.
In college, one of
the elective classes.
In college, one of
the mandatory
classes to be
qualified
During the
preparation for
teacher certificate
Yes, I did receive training.: 20.8%
15.4%
30.8%
3.8%
42.3%
3.8%
3.8%
not answered
Not applicable
Strongly agree
Agree
Disagree
Strongly
disagree
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 234

Train teachers to cast away prejudices 2
Provide audio-visual class materials 1
Curriculum
Revise current curriculums including
multicultural aspects
1
Provide textbooks in multiethnic students’
mother tongue
1
Peer support
Pair up multiethnic students with Korean
students
1
Increase group activities among students to
mingle
3
Q25. Please type your mobile number to receive the Starbucks e-gift card. Thank you for your time and
participation.
The answers were not presented here to secure the confidentiality and anonymity of the survey takers.
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 235

APPENDIX E
Survey Results from Heritage Middle School
Survey Question
Sample
size Median Average
Standard
deviation Min. Max.
Q1. I have worked in the field of education for XX years.
21 17 17.6 8.44 6 34

Q2. I am

Q3. I am

19.0%
14.3%
28.6%
19.0%
4.8%
14.3%
1~5 6~10 11~15 16~20 21~25 over 30
Years in education
Teachers' ethnicity
native Korean: 100%
non-Korean: 0%
38.1%
61.9%
female male
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 236

Survey Question
Sample
size Median Average
Standard
deviation Min. Max.
Q4. I have experienced diverse cultures, other than Korean culture.

Q5. I have taught multiethnic students for XX years.

21 10 9.86 6.28 2 25

Q6. Multicultural education is becoming more important in Korean society.

Q7. I am sensitive about potential stereotypical and/or prejudicial content.

85.7%
14.3%
Yes, I have. No, I have not.
28.6%
42.9%
14.3%
4.8%
9.5%
1~5 6~10 11~15 16~19 over 20
Person
Years of teaching multiethnic students
71.4%
23.8%
0.0%
4.8%
Strongly agree
Agree
Disagree
Strongly disagree
23.8%
66.7%
9.5%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 237

Q8. I am proficient enough to know how to connect multicultural content with my subject.

Q9. I know how to improve multiethnic students’ academic achievements with my subjects.

Q10. I can provide instructional activities to help multiethnic students develop strategies for dealing with various
confrontations such as isolation and bullying etc.

Q11. Multicultural education is crucial for native Korean students.

4.8%
76.2%
19.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
0.0%
52.4%
47.6%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
0.0%
81.0%
19.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
66.7%
33.3%
0.0%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 238

Q12. Multicultural education is crucial for multiethnic students.

Q13. There are some cases in which discussing diverse ethnic traditions and histories in school leads to disunity
and arguments between students.

Q14. Number them in the order of importance for a secondary education setting. (Most important 1-5)

66.7%
23.8%
9.5%
0.0%
Strongly agree
Agree
Disagree
Strongly disagree
9.5%
47.6%
42.9%
0%
Strongly agree
Agree
Disagree
Strongly disagree
76.2%
38.1%
33.3%
38.1% 38.1%
28.6%
33.3%
23.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
1 2 3 4 5
1 to 5 in the order of priority
Character education
Consulting students’
academic and career
counseling
Students getting higher
scores
Various field trips through
club activities
Teaching multicultural
education
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 239

Q15. I am confident teaching multiethnic and native Korean students in the same class.

Q16. Teaching multicultural education as a major topic in class is also recognized as important among students,
parents, and teachers.

Q17. I have time allotted in my class to teach diversity.

Q18. If so, please select the topics you have in class. (Choose three you touch the most)

4.8%
47.6%
42.9%
4.8%
Strongly agree
Agree
Disagree
Strongly disagree
19.0%
66.7%
9.5%
4.8%
Strongly agree
Agree
Disagree
Strongly disagree
28.6%
71.4%
Yes, I have. No, I have not.
83.3%
66.7%
50.0%
33.3% 33.3%
16.7% 16.7%
0.0%
Current
global issues
History Cultures eg)
clothing,
traditional
house
Food International
relationship
Famous
landmarks in
other
countries
Famous
figures
Music
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 240

Q19. What major obstacles, if any, do multiethnic students experience that hinders high academic achievement?
Please number the order of difficulties for multiethnic students. (Most difficult 1-5)

Q20. I need more multicultural contents and supplements related to each subject in practice.

Q21. I have XX hour in-service government programs per year to learn how to make inclusive classrooms.

21 5 9.10 9.69 0 30

71.4%
47.6%
28.6%
38.1%
28.6%
33.3%
28.6%
38.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
1 2 3 4 5
1 to 5 in the order of priority
Language barriers
Comprehension limitations of
subject knowledge
Absence of background
knowledge
Cultural difference
Lack of social skills (eg.
asking questions to teachers,
discussing with friends etc.)
100.0%
0%
Yes, I do. No, I do not.
38.1%
19.0%
28.6%
9.5%
4.8%
never 1~10 hours 11~20 hours more than 21
hours
not answered
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 241

Q22. I took the training programs or lectures related to multicultural education before I become a teacher. If yes,
choose below (multiple).

Q23. I think teacher training programs I have taken provide practical knowledge and skills related to multicultural
education in class.

Q24. Please describe ONE effective strategy to teach and support multiethnic students; and ONE effective
strategy to make diversity-inclusive classrooms.

Category Summary of Comments Out of 20
Language
Allot the budget for Korean
language education
1
Increase the Korean language
skills
2
Support foreign language
teaching and learning
1
Culture
Increase cultural activities and
classes
4
Exchange various perspectives
on history
1
90.5%
9.5%
0.0% 0.0%
No, I did not
receive any
training.
In college, one of
the mandatory
classes to be
qualified
In college, one of
the elective classes
During the
preparation for
teacher certificate
Yes, I did receive training.: 9.5%
9.5%
0%
61.9%
19.0%
9.5%
Not applicable
Strongly agree
Agree
Disagree
Strongly disagree
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 242

Professional
development
Develop common manuals for
teachers
1
Build official teacher
conferences
1
Provide teacher training to
understand multiculturalism
2
Provide programs and
supplements for teachers
2
Curriculum
Promote Korean students’
understanding of
multiculturalism
3
Revise current curriculums
including multicultural aspects
2
Peer support
Build role playing programs 1
Increase group activities among
students to mingle
2
Organization
Promote parents’ engagement 2
Allot appropriate budgets 1
Q25. Please type your mobile number to receive the Starbucks e-gift card. Thank you for your time and
participation.
The answers were not presented here to secure the confidentiality and anonymity of the survey takers.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 243

APPENDIX F
Multicultural Education Teacher Training - Session Evaluation (English)
Date: Years in Education:
Session Title: Instructor Name:
1 …………...………………. 4
1. The session gave me a chance to broaden knowledge about
teaching multicultural education.
Strongly
disagree
Disagree Agree
Strongly
agree
2. The information in this session was practical.
Strongly
disagree
Disagree Agree
Strongly
agree
3. I am confident to apply the skills that I learned from this
session in my classroom.
Strongly
disagree
Disagree Agree
Strongly
agree
4. I can make class resources with my subject pertinent to
multicultural education.
Strongly
disagree
Disagree Agree
Strongly
agree
5. I was encouraged to participate throughout the session.
Strongly
disagree
Disagree Agree
Strongly
agree
6. The course materials were well organized.
Strongly
disagree
Disagree Agree
Strongly
agree
7. The activities were well developed and helpful in practice.
Strongly
disagree
Disagree Agree
Strongly
agree
8. The instructor used a proper methodology to convey
information.
Strongly
disagree
Disagree Agree
Strongly
agree
9. The instructor was knowledgeable and well-experienced in the
field.
Strongly
disagree
Disagree Agree
Strongly
agree
10. Please provide any suggestions for change/improvement you may have for future sessions.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 244

APPENDIX G
다문화 교사 교육 - 세션 평가 (한국어)
날짜: 경력 (연차):
강의 제목: 강사 이름:
1 …………………………………… 4
1. 이 강의는 다문화 교육 교수에 대한 새로운 정보를
제공하였다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
2. 이 강의에서 제공한 정보는 실용적이다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
3. 나는 이 강의에서 배운 내용을 수업에 적용할 수
있다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
4. 나는 이 강의를 통해 나의 교과목과 연계한 다문화
교육 수업 자료를 만들 수 있다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
5. 나는 강의에 참여하도록
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
6. 강의는 매우 잘 짜여져 있다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
7. 강의 활동들은 잘 구성되었으며, 현장에 도움이
될만한 것들이다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
8. 강사는 정보를 전달하기 적절한 방법을 사용했다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
9. 강사는 강의 분야에 대해 잘 알고 있었으며, 풍부한
경험이 있었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
10. 이 강의를 개선하기 위한 의견이 있으시면 적어주세요.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 245

APPENDIX H
Multicultural Education Teacher Training - Program Evaluation (English)
Date: Years in Education:
Times of taking teacher training pertinent to
multicultural education:
Program Name:
email address:
1 …………...………………. 4
1. The overall program helped me to guide multiethnic students.
Strongly
disagree
Disagree Agree
Strongly
agree
2. The program helped me to link multicultural topics with the
subject in class.
Strongly
disagree
Disagree Agree
Strongly
agree
3. The program provided practical methods to promote
understanding multiculturalism for all students.
Strongly
disagree
Disagree Agree
Strongly
agree
4. The program promoted my interests in multicultural education.
Strongly
disagree
Disagree Agree
Strongly
agree
5. I think there are lack of in-service programs pertinent to
diversity and multicultural education for teachers.
Strongly
disagree
Disagree Agree
Strongly
agree
6. I think these are effective ways to conduct in-service training programs for teachers.
(multiple choices possible)
Less than
10 hours
Over
20 hours
Individual
topic-centered
Integrated
topics
Theory
-based topics
Case/Heuristic
topics
Online
Ed.
On
-campus

7. Please state the reasons that you took the multicultural education teacher training program.
8. What was the advantage(s) you could have from this program.
9. Please describe any suggestions for the program.
10. Please state if there is any topic should be added in the program.
11. Please state if you have any opinion related to the overall multicultural education teacher training program.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 246

APPENDIX I
다문화 교사 교육 - 프로그램 평가 (한국어)
날짜: 경력:
다문화 교사 교육 프로그램 수강 횟수: 수강 연수명:
이메일 주소:
1 …………………………………… 4
1. 연수는 내가 다문화 학생들을 지도하는데 도움이
되었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
2. 연수는 내가 다문화 주제들을 교과목과 연결하여 실제
수업하는데 도움이 되었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
3. 연수는 모든 학생들의 다문화 이해를 증진시키는
실제적 방법을 제공하였다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
4. 연수는 다문화 교육에 대한 관심을 증대시켰다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
5. 전반적으로 현직 교사를 위한 다문화 및 다문화 교육에
관련된 연수가 부족한 편이다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
6. 나는 현직 교사 연수를 다음과 같은 형태로 진행하는 것이 효율적이라고 생각한다. (복수 응답 가능)
10 시간
미만
20 시간
이상
주제별
교육
통합형
교육
이론적
교육
실습/현장
교육
온라인
교육
집합
교육

7. 다문화 관련 연수를 수강한 이유에 대해 적어주세요.
8. 프로그램 수강을 통해 가장 도움이 되었던 점은 무엇인가요?
9. 프로그램에서 개선되어야 할 점은 무엇인가요?
10. 프로그램에 추가해야 하는 항목이 있다면 적어주세요.
11. 다문화 교육 관련 교사 교육 전반에 대한 의견이 있으시면 적어주세요.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 247

APPENDIX J
Delayed Feedback on Multicultural Education Teacher Training
Date: Times of taking teacher training pertinent to
multicultural education:
Program Name: I am currently teaching multiethnic students: Yes / No
1 …………...………………. 4
1. I could apply knowledge and skills what I learned from the
program in my class.
Strongly
disagree
Disagree Agree
Strongly
agree
1-1. Please state what was useful for you to apply your knowledge and skills from the program.

1-2. If any, what made you difficult to apply your learning in practice?

2. I think the contents of the program was relevant to my job in
practice.
Strongly
disagree
Disagree Agree
Strongly
agree
2-1. Please give details on what aspects the program was (not) relevant.

2-1. What information or topics should be added to increase the relevance to your job?

3. I think the application of what I learned from the program
brought positive impacts in practice.
Strongly
disagree
Disagree Agree
Strongly
agree
3-1. If any, please describe the positive impacts in practice after applying your learning from the program.

4. I am knowledgeable about what I learned in the program.
Strongly
disagree
Disagree Agree
Strongly
agree
5. I am motivated to apply what I learned from the program.
Strongly
disagree
Disagree Agree
Strongly
agree
5-1. If so, please elaborate what (de)motivated your application of learning in practice.

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 248

6. Learning from the program, I could take further steps to learn
more about the field by myself.
Strongly
disagree
Disagree Agree
Strongly
agree
7. Learning from the program, I could develop supplements for
my class.
Strongly
disagree
Disagree Agree
Strongly
agree
8. It was worth of my time to take this program.
Strongly
disagree
Disagree Agree
Strongly
agree
9. I will recommend this program to my colleagues.
Strongly
disagree
Disagree Agree
Strongly
agree
10. Additional Comments:

BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 249

APPENDIX K
다문화 교육 교사 교육 활용 평가
날짜: 다문화 교사 교육 프로그램 수강 횟수:
수강 연수명: 나는 현재 다문화 아이들을 가르치고 있다: 네 /
아니오
1 …………………………………… 4
1. 나는 연수에서 학습한 것을 실제 교실에 적용할 수
있었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
1-1. 프로그램의 어떠한 부분이 실제 현장에서 적용하기에 유용했는지 구체적으로 적어주세요.
1-2. 그렇다면 무엇 때문에 학습을 실제로 적용하기가 어려웠습니까?

2. 나는 프로그램의 내용이 실제 내 직무와 관련이 있다고
생각한다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
2-1. 연수가 어떤 면에서 관련이 있었는지 (혹은 없었는지) 구체적으로 적어주세요.

2-1. 직무 연관성을 높이기 위해 어떤 정보 또는 주제를 추가해야 한다고 생각하시나요?

3. 연수에서 학습한 것들이 실제 현장에서 긍정적인
영향을 미쳤다고 생각한다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
3-1. 만약 있다면, 연수에서 배운 내용을 적용한 후 실제로 긍정적인 영향을 미친 예를 들어주세요.

4. 나는 연수에서 배운 것들에 대해 잘 알게 되었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
5. 나는 연수에서 배운 것들을 적용할 동기 부여가 되었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
BUILDING DIVERSITY INCLUSIVE EDUCATIONAL SETTINGS 250

5-1. 만약 있다면, 실제 현장에서 학습을 적용하는데 동기 부여를 하는 혹은 동기 부여를
방해하는데는 어떠한 것이 있는지 구체적으로 적어주세요.

6. 이 연수를 통해 나는 스스로 관련 분야에 대한 연구를
할 수 있는 방법을 배웠다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
7. 이 연수를 통해 나는 수업 부가교재를 제작할 수 있다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
8. 연수에 참가할 가치가 있었다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
9. 나는 이 연수를 동료들에게 추천할 의사가 있다.
매우
그렇지
않다
그렇지
않다
그렇다
매우
그렇다
10. 기타 의견:

Abstract (if available)

Abstract This study examined middle school teachers’ knowledge and motivation implementing multicultural education curriculums in practice, and teaching and supporting low achieving multiethnic students by utilizing Clark and Estes’s (2008) knowledge, motivation, and organizational (KMO) gap analysis framework. The stakeholder group of this research was teachers from two multicultural education-centered middle schools in Seoul, South Korea. This study adopted a mixed method model using document analysis, a survey, and interviews. The analysis of data from this mixed method study validated that there were two gaps each from KMO influences among middle school teachers’ knowledge and skills, motivation, and organizational contexts that led to three recommendation solutions with two prerequisites. The first prerequisite is that the terminologies should be classified with more detailed definitions and characterizations to provide proper support for each group of multiethnic students. Second, multiethnic students should receive certain levels of education and proficiency evaluation using the Korean language before attending secondary education systems. Recommendations include revising current teacher training programs by making them mandatory long-term inter-related, providing professional development for teachers with audio-visual materials, and creating unit school level rewards and recognition for individual teachers to draw more attention to share culture among teachers. The research concludes with evaluation frameworks for monitoring the effectiveness of the proposed recommendations. ❧ 한국의 교사 교육 및 다양성 포용적 교육 환경 구축: 혁신 모델 연구
본 연구는 중등 교육 현장에서 다문화 교육 커리큘럼의 도입과 학습부진 다문화 학생을 가르치고 지원하기 위한 중학교 교사의 지식과 동기를 Clark and Estes (2008)의 지식(knowledge), 동기 (motivation), 기관적 (organizational) (KMO) 갭 분석 체계를 활용하여 분석하였다. 본 연구의 대상은 대한민국 서울에 있는 2 개의 다문화 중점 중학교 교사들이다. 이 연구는 문서 분석, 설문 조사 및 인터뷰를 사용하는 혼합적 연구 방법을 채택하였다. 이 혼합적 연구 방법의 데이터 분석은 중학교 교사의 지식 및 숙련도, 동기, 조직 상황에 따른 각각 2 가지 KMO 요인이 존재한다는 것을 입증하여, 두 가지 전제 조건을 갖춘 세 가지 정책적 제언을 이끌어 내었다. 첫 번째 전제 조건은 다문화 학생들의 각 그룹에 대한 적절한 지원을 제공하기 위해 다문화 학생의 범주를 보다 상세한 정의와 특성으로 분류해야 한다는 것이다. 두 번째 전제 조건은 다문화 학생들이 중고등 학교에 입학하기 전에 일정 수준의 한국어 교육 및 한국어 숙련도 평가를 받아야 한다는 것이다. 정책적 제언에서는 첫 번째로 현재 교사 연수 프로그램을 장기간에 걸친 상호 연계된 필수 프로그램으로 개발해야 한다는 것과 두 번째로 시청각 자료를 전문적으로 개발하여 현장 교사들에게 제공하는 것, 마지막으로 개별 학교 교사들에게 교사 간의 공유 및 교류에 더 많은 관심을 기울일 수 있는 단위 학교 수준의 보상 및 표창 등을 수여 할 것 등을 권고한다. 이 연구는 정책적 제언의 효과를 모니터링하기 위한 평가 체계로 마무리된다.

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Asset Metadata

Creator Kim, Bo La (author)

Core Title Professional development and building diversity inclusive educational settings in South Korea: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 09/13/2019

Defense Date 06/10/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag diversity,equity in education,multicultural education,OAI-PMH Harvest,professional development,South Korea,Teacher Training,교사 교육,교사 연수,교육 형평성,다양성,키워드: 다문화 교육,한국

Format application/pdf (imt)

Language English, Korean

Contributor Electronically uploaded by the author. Later version with Korean abstract submitted via e-mail. (provenance)

Advisor Freking, Frederick (committee chair), Krop, Cathy (committee member), Min, Emmy (committee member)

Creator Email borakim0912@gmail.com,dr.bolakim@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-216462

Unique identifier UC11673737

Identifier etd-KimBoLa-7598.pdf (filename),usctheses-c89-216462 (legacy record id)

Legacy Identifier etd-KimBoLa-7598.pdf

Dmrecord 216462

Document Type Dissertation

Format application/pdf (imt)

Rights Kim, Bo La

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA