2017年第16講總第486講
題目：國際人口遷移下的多元文化與教育成果的比較研究 - 對韓國不同學校六年級學生的分析
Educational outcomes of the multicultural students under international migration: school-level analyses of 6th grade students of South Korea
主持人：Guy Abel 教授
意昂3官网亞洲人口研究中心教授😮💨、國際人口遷移方向負責人
主講人：Nayoung Heo
德克薩斯農工大學（Texas A&M University）社會學(人口學)博士
時間🤹：2017年5月18日（周四） 10:00-11:30am
地點：校本部B417
講座簡介：
I laid out the results of the multilevel ordered logit regression analyses of the school survey data that I collected in 2015 to compare the educational outcomes between the multicultural students (born to a foreign-born parent and a Korean-born parent) and the non-multicultural students (born to two Korean-born parents) in the same school settings. In detail, I examined the effect of being multicultural on the English language achievements of the 793 6th grade students in the 20 different elementary schools in Gyeongbuk Province of South Korea. The main hypothesis is that being multicultural leads to poorer English achievements. Most of the earlier Korean research based on small samples or interviews of multicultural students only suggested that the academic achievements of multicultural students on average were inferior to those of non-multicultural students. To test this, I predicted the log odds of English achievements of the students in the same classrooms using multilevel models with the dummy variable indicating whether the student is multicultural (yes=1; no=0), controlling for the other level-1 and level-2 variables. Next, I examined the interaction effects, i.e., the effect of a school-level variable on the slope of being multicultural at a time. The results are as follows: The "Multicultural" variable alone has a significant negative effect on the log odds of English achievements even after controlling for another independent variable at a time except the mother’s educational attainment level. However, the negative effect of being multicultural becomes insignificant once the mother’s education-attainment level and mother’s information-sharing intensity and a school-level variable are additionally controlled. The three interactions that were hypothesized to have effects on the slope of the "Multicultural" variable turned out to be insignificant. The control variables, especially the mother’s education level, mother’s information-sharing intensity, school mean SES, and whether the school is multicultural-education-focused had significant effects in the full models. The results led me to conclude that being multicultural is not an automatic disadvantage as discussed in the previous literature.
本研究采用多元有序logit回歸分析方法🙆🏽，對2015年收集的韓國學校的調查數據進行分析，比較在同一學校環境下，多元文化背景學生（其父母一方在國外出生、另一方在韓國出生）和非多元文化背景的學生（父母雙方均在韓國出生）之間的教育成果，詳細研究了韓國慶北市20個不同小學中793名6年級學生的多元文化對英語成績的影響。我的主要假設是🌛：多元文化導致英語成績較差🏃➡️。這個假設是在總結已有研究結果的基礎上提出來的。本研究發現，應用多水平分析方法，在控製各種自變量但不考慮母親受教育程度的情況下，"多元文化"變量對英語學習成績有顯著的負面影響👮🏻♀️；但在控製母親受教育程度🧛🏻、母親與學校溝通強度、和學校層面的變量，並考慮它們之間的交互影響後，多元文化的負面影響不再顯著。從本研究中可以得出結論：多元文化並不是像之前文獻中討論的那樣是一個自動的劣勢。
信息發布：http://www.sei.shu.edu.cn/ 上海高校社會學E-研究院網站
********************************************************
中國.上海.上大路99號B419 郵編： 200444
B419.(Shanghai University),99 Shangda Rd.,
Shanghai, P. R. China, 200444
聯系人：張羽
聯系電話：021-66132080
電子郵件🤟🏻：sasaxp@shu.edu.cn
*******************************************************
意昂3
School of Sociology and Political Science💅🏿，Shanghai University
