Multicultural policy and ethnolinguistic minority learners’ academic engagement

Yun Kyung Cha, Seung Hwan Ham, Hara Ku, Moosung Lee

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

S 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
PublisherSpringer Singapore
Pages169-181
Number of pages13
ISBN (Electronic)9789811022227
ISBN (Print)9789811022203
DOIs
Publication statusPublished - 2016 Jan 1

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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    Cha, Y. K., Ham, S. H., Ku, H., & Lee, M. (2016). Multicultural policy and ethnolinguistic minority learners’ academic engagement. In Multicultural Education in Glocal Perspectives: Policy and Institutionalization (pp. 169-181). Springer Singapore. https://doi.org/10.1007/978-981-10-2222-7_12