ScholarWorks@중앙대학교

초록

Drawing on contact theory, this study examined student- and school-level factors influencing multicultural acceptance by non-migrant students. While previous research has primarily focused on students with migrant backgrounds, this study focused on those without such backgrounds, highlighting their role in multicultural school dynamics. A mnultilevel analysis was performed using data from 3,280 third-grade middle school students across 307 schools from the fifth wave of KELS2013. The results indicated that multicultural acceptance varied significantly among schools. At the student level, gender, cooperative learning experience, peer relationships, and reading volume were significant predictors. At the school level, only student-centered decision-making structures showed a statistically significant positive effect. These findings suggest that both direct and indirect contact with heterogeneous groups, including structural and environmental support within schools, contribute to reducing intergroup prejudice and enhancing multicultural acceptance. Based on these results, implications for educational policy and school practices are discussed.

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