ABSTRACT

The academic achievement gap between racial and ethnic majority and minority students in South Korea has received attention over the past decade, with one government-funded report and 10 peer-reviewed articles examining the performance of diverse student groups in the 2011 National Assessment of Educational Achievement. We conducted a qualitative content analysis of these 11 studies to understand how the evident achievement gap is explained by researchers and what assumptions are embedded in these explanations. Using multicultural education paradigms as theoretical lenses, we classified the explanations and advanced understanding; findings indicated that the cultural deprivation paradigm dominated the discussion of the academic performance of ethnic minority students. While other explanations were also found, some of these reinforced stereotypes about ethnic minority groups without corroborating evidence. Emergent efforts to address the strengths of ethnic minority students were insufficient to reflect the authentic view of the cultural difference paradigm. Implications were drawn for researchers and educators who study academic achievement gaps between ethnic minority and majority students in multicultural societies.

摘要

在过去的十年中，韩国种族和少数民族学生之间的学业成绩差距受到关注，一份政府资助的报告和 10 篇同行评议的文章审查了 2011 年全国教育成就评估中不同学生群体的表现. 我们对这 11 项研究进行了定性内容分析，以了解研究人员如何解释明显的成就差距以及这些解释中嵌入了哪些假设。以多元文化教育范式为理论视角，对解释和进阶理解进行分类；研究结果表明，文化剥夺范式主导了少数民族学生学业成绩的讨论。虽然也找到了其他解释，其中一些在没有确凿证据的情况下强化了对少数族裔群体的刻板印象。针对少数民族学生优势的紧急努力不足以反映文化差异范式的真实观点。对研究多元文化社会中少数族裔和多数族裔学生之间的学业成就差距的研究人员和教育工作者有影响。