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KMID : 1001320180450010060
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Social Welfare Policy
2018 Volume.45 No. 1 p.60 ~ p.81
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Ethnic Minority Children’s Sense of School Belonging: Empirical Patterns and Social Policy Implications
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Yang Kyung-Eun
Ham Seung-Hwan
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Abstract
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This study examines whether a racial/ethnic disparity exists with respect to the sense of school belonging between immigrant-background children and their non-immigrant peers. A range of analyses has been conducted using the data from the Korea Multicultural Education Survey 2017. Extensive data for 1,609 elementary and lower secondary students in Seoul and Gyeonggi were analyzed. The results showed that students whose mothers are foreign-born tend to have a lower sense of belonging at school than others. Regarding the explanation for this negative effect of the foreign-born mother, the school-student “cultural mismatch” hypothesis was not supported by the data. Instead, the parent-child “acculturation gap” hypothesis was strongly supported. These findings suggest that the popular approach to intervening with immigrant-background students based on linguistic/cultural deficit models needs careful re-examining. Intervention programs would work better if accompanied by adequate programs for parents.
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KEYWORD
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sense of belonging at school, educational gap, students with an immigrant background, parent education, multicultural policy
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