경향점수 매칭을 활용한 다문화 학생과 비다문화 학생의 인지적 역량과 영향 요인 비교 분석

초록

This study aimed to analyze the impact of multicultural background on students' cognitive competencies and to identify the differences in factors affecting the cognitive competencies of multicultural and non-multicultural students. For this study, we used elementary school data from the first cycle of the Gyeonggi School Education Survey conducted in 2023 and applied the propensity score-matching method to eliminate selection bias and conduct a more rigorous analysis. A comparative analysis of 229 multicultural students and 229 non-multicultural students with similar background characteristics, including socioeconomic status, revealed that a multicultural background negatively affected students' cognitive competencies. Furthermore, the factors influencing the cognitive competencies of multicultural students were gender, self-directed learning, and experiences of discrimination. On the other hand, for non-multicultural students with background characteristics similar to those of multicultural students, parental education level, educational expectations for their children, and experiences with violent or discriminatory remarks by teachers were identified as key factors affecting cognitive competencies. Based on the analysis results, this study suggested future policy plans to promote the enhancement of multicultural students' cognitive competencies, including increasing the proportion of anti-discrimination learning topics within the curriculum, supporting self-directed learning linked to Korean language learning, supporting the active participation of parents from multicultural families in education, and emphasizing the proactive role of teachers in improving peer relationships and preventing everyday discrimination.

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