Relationships among multicultural sensitivity, multicultural education awareness, and level of multicultural education practice of South Korean teachers

Abstract

This study examined canonical correlation relationships between multicultural sensitivity and level of multicultural education practice, and multicultural awareness and level of multicultural education practice by primary and middle school teachers in South Korea. Data was collected from 431 teachers in Seoul, Gyunggi, and Jeju. Canonical correlation analysis was used to analyze data with SPSS 18.0 for Windows. We found that teachers with higher interaction enjoyment, interaction confidence, interaction attentiveness, and interaction engagement have a higher level of understanding and resourcefulness; and teachers with higher multicultural understanding, appreciation of foreign culture, anti-bias perception, and perception of the teacher's role have a higher level of application of understanding, level of implementation in class, and level of resource usage.