Multicultural Policy and Ethnolinguistic Minority Learners’ Academic Engagement

Yun-Kyung Cha, Seung-Hwan Ham, Hara Ku, Moo Sung LEE

    Research output: A Conference proceeding or a Chapter in BookChapter

    2 Citations (Scopus)

    Abstract

    As an integral component of the multicultural policy scheme, multicultural education has been receiving more attention from educational policymakers and researchers around the world (Banks 2008; Cha and Ham 2014; Grant and Lei 2001). Despite the concerted attention given to multicultural education as a policy agenda, systematic research on how effectively such policy effort has achieved the intended goals is less extensive than might be expected. As an attempt toward filling this void in research, this study aims to develop an empirical knowledge base that provides insight into how student learning varies depending on multicultural policy contexts. A particular analytic attention is given to examining the effect of multicultural curriculum policy on student engagement in learning by analyzing extensive international data from the TIMSS 2011 survey
    Original languageEnglish
    Title of host publicationMulticultural Education in Glocal Perspectives
    Subtitle of host publicationPolicy and Institutionalization
    EditorsYun-Kyung Cha, Jagdish Gundara, Seung-Hwan Ham, Moosung Lee
    PublisherSpringer
    Pages169-181
    Number of pages13
    ISBN (Electronic)9789811022227
    ISBN (Print)9789811022203
    DOIs
    Publication statusPublished - 2016

    Publication series

    NameMulticultural Education in Glocal Perspectives: Policy and Institutionalization

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  • Cite this

    Cha, Y-K., Ham, S-H., Ku, H., & LEE, M. S. (2016). Multicultural Policy and Ethnolinguistic Minority Learners’ Academic Engagement. In Y-K. Cha, J. Gundara, S-H. Ham, & M. Lee (Eds.), Multicultural Education in Glocal Perspectives: Policy and Institutionalization (pp. 169-181). (Multicultural Education in Glocal Perspectives: Policy and Institutionalization). Springer. https://doi.org/10.1007/978-981-10-2222-7_12