Contextual Factors and School Adjustment of Multicultural Elementary Students: A Longitudinal Study in South Korea

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Abstract

The increasing diversity among multicultural students in South Korea calls for tailored interventions, a topic that has not yet been deeply explored by previous research. Utilizing nationally representative data from the three waves (2019-2021) of the Multicultural Adolescents Panel Study, this study longitudinally examines the factors influencing school adjustment among multicultural elementary school students across individual, family, school, and community levels. The study analyzes the unique challenges faced by different subgroups of multicultural students in South Korea (i.e., domestic-born or overseas-born children of international marriages, or children of foreign families) using both fixed-effects and between-effects models. The results highlight differences in the factors that significantly affect school adjustment across these groups, informing several targeted educational policy interventions.

Author

• Yeseul Doo, University of Chicago