Problem Behaviors of Children from Multicultural and Monocultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

Abstract

In recent years, multicultural families are increasing in Korea. In such multicultural families, there may be language and interpersonal difficulties that affect the children. Given the possibility of real problems affecting academics and the potential for bias, the perceptions of parents and teachers is of vital importance. In this study, parents' and teachers’ evaluations of problem behaviors of 405 elementary school students were collected on the Korean Child Behavior Checklist and the Korean Teacher's Report Form. Studies have shown that parents in multicultural families tend to rate their children's problems more seriously than in monocultural families in the areas of Withdrawal/Depressed, Attention Problems, and Rule-Breaking Behaviors. Teachers rated boys from multicultural families as more problematic with Withdrawal/Depressed, Attention Problems, Rule-Breaking Behaviors, and overall scores than boys from monocultural families. Parents tended to take their child's problematic behaviors more seriously than teachers. In general, younger students were found to be more vulnerable to behavioral problems. This may indicate that an intervention is needed to help the children acculturate.