2017年第16讲总第486讲
题目：国际人口迁移下的多元文化与教育成果的比较研究 - 对韩国不同学校六年级员工的分析
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
伟德BETVlCTOR最新地址亚洲人口研究中心教授、国际人口迁移方向负责人
主讲人：Nayoung Heo
德克萨斯农工大学（Texas A&M University）社会学(人口学)博士
时间：2017年5月18日（周四） 10:00-11:30am
地点：校本部B417
讲座简介：
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回归分析方法，对2015年收集的韩国学校的调查数据进行分析，比较在同一学校环境下，多元文化背景员工（其父母一方在国外出生、另一方在韩国出生）和非多元文化背景的员工（父母双方均在韩国出生）之间的教育成果，详细研究了韩国庆北市20个不同小学中793名6年级员工的多元文化对英语成绩的影响。我的主要假设是：多元文化导致英语成绩较差。这个假设是在总结已有研究结果的基础上提出来的。本研究发现，应用多水平分析方法，在控制各种自变量但不考虑母亲受教育程度的情况下，"多元文化"变量对英语学习成绩有显著的负面影响；但在控制母亲受教育程度、母亲与学校沟通强度、和学校层面的变量，并考虑它们之间的交互影响后，多元文化的负面影响不再显著。从本研究中可以得出结论：多元文化并不是像之前文献中讨论的那样是一个自动的劣势。
信息发布：http://www.sei.shu.edu.cn/ 上海高校社会学E-研究院网站
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中国.上海.伟德BETVlCTOR最新地址路99号B419 邮编： 200444
B419.(Shanghai University),99 Shangda Rd.,
Shanghai, P. R. China, 200444
联系人：张羽
联系电话：021-66132080
电子邮件：sasaxp@shu.edu.cn
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伟德国际集团
School of Sociology and Political Science，Shanghai University
