ScholarWorks@숙명여자대학교

초록

Purpose: The purpose of this study was to examine the effects of the Community Dance program (Han Si-wan & Park Hye-jin, 2025), developed based on contact theory which posits that direct physical contact fosters intimacy and reduces prejudice, on the social awareness and positive peer relationships of multicultural elementary school students. In particular, this study primarily employed a qualitative approach to gain an in-depth understanding of the characteristics of multicultural students, while quantitative data were used in a supplementary manner. Methods: Participants were 23 multicultural students enrolled in K Elementary School in Gyeonggi Province (experimental group = 11, comparison group = 12). Both groups were assessed three times―pre-test, mid-test, and post-test―on social awareness and positive peer relationships. The experimental group participated in the Community Dance program, whereas the comparison group engaged in a conventional English program. Both programs were conducted once a week for 40 minutes over 16 sessions. Following the intervention, focus group interviews (FGI) and photo elicitation were conducted with the experimental group, and additional FGIs were carried out with homeroom teachers to enhance the credibility of observed changes. Quantitative data were analyzed using two-way repeated-measures ANOVA. Results: Quantitative analyses indicated that the experimental group showed marginally higher levels of social awareness and positive peer relationships than the comparison group. Qualitative analyses further revealed that students demonstrated improved understanding and empathy toward others’ emotions and behaviors, as well as enhanced positive peer interactions characterized by mutual interest, assistance, and cooperative engagement. Conclusion: The findings confirm that the Community Dance program positively influenced the social awareness and positive peer relationships of multicultural elementary school students. Although students initially experienced communication difficulties due to linguistic and cultural barriers, they gradually became more engaged and interactive as the sessions progressed. Overall, the Community Dance program can serve as an effective educational strategy to support relationship-building and psychological stability among multicultural students, suggesting its potential as a practical tool for promoting school adjustment in multicultural education settings.

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