@article{ART003397276},
author={Yunhi Cho and SungBae Oh},
title={An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages},
journal={The Journal of Multicultural Society},
issn={2005-2553},
year={2026},
volume={19},
number={3},
pages={415-458},
doi={10.14431/jms.2026.10.19.3.415}
TY - JOUR
AU - Yunhi Cho
AU - SungBae Oh
TI - An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages
JO - The Journal of Multicultural Society
PY - 2026
VL - 19
IS - 3
PB - Research Institute of Asian Women
SP - 415
EP - 458
SN - 2005-2553
AB - This study examined all pages of five high school Integrated Social Studies textbooks developed under the 2015 Revised National Curriculum to analyze how multicultural acceptance is reflected in them. A total of 800 instances were subjected to content analysis using the three domains and eight subfactors of the Korean Multi-culturalism Inventory for Adolescent (KMCI-A) (Min et al., 2012). Although 633 of the 800 instances (79.1%) were positive, indicating a favorable treatment on the surface, two structural limitations were identified beneath it. First, the narratives reached the level of respecting cultural difference but did not extend to recognizing residents with migrant backgrounds as equal members—that is, the level of “sameness.” Second, whereas the main texts explicitly encouraged acceptance, illustrations and learning activities repeatedly placed residents with migrant backgrounds in problematic situations, thereby transmitting avoidance as an implicit message. Notably, achievement standards addressing multiculturalism in Integrated Social Studies remain virtually unchanged between the 2015 Revised Curriculum (1 out of 29, 3.4%) and the 2022 Revised Curriculum (1 out of 30, 3.3%), suggesting that these structural limitations are likely to be reproduced in subsequent textbooks. Therefore, this study highlights the need to recognize residents with migrant backgrounds as equal members and to ensure narrative coherence across main texts, visual materials, and learning activities in future textbook development.
KW - integrated social studies textbooks;multicultural acceptance; hidden curriculum;KMCI-A;content analysis
DO - 10.14431/jms.2026.10.19.3.415
ER -
Yunhi Cho and SungBae Oh. (2026). An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages. The Journal of Multicultural Society, 19(3), 415-458.
Yunhi Cho and SungBae Oh. 2026, "An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages", The Journal of Multicultural Society, vol.19, no.3 pp.415-458. Available from: doi:10.14431/jms.2026.10.19.3.415
Yunhi Cho, SungBae Oh "An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages" The Journal of Multicultural Society 19.3 pp.415-458 (2026) : 415.
Yunhi Cho, SungBae Oh. An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages. 2026; 19(3), 415-458. Available from: doi:10.14431/jms.2026.10.19.3.415
Yunhi Cho and SungBae Oh. "An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages" The Journal of Multicultural Society 19, no.3 (2026) : 415-458.doi: 10.14431/jms.2026.10.19.3.415
Yunhi Cho; SungBae Oh. An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages. The Journal of Multicultural Society, 19(3), 415-458. doi: 10.14431/jms.2026.10.19.3.415
Yunhi Cho; SungBae Oh. An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages. The Journal of Multicultural Society. 2026; 19(3) 415-458. doi: 10.14431/jms.2026.10.19.3.415
Yunhi Cho, SungBae Oh. An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages. 2026; 19(3), 415-458. Available from: doi:10.14431/jms.2026.10.19.3.415
Yunhi Cho and SungBae Oh. "An Analysis of Multicultural Acceptance in High School Integrated Social Studies Textbooks: Focusing on the Coherence between Explicit and Implicit Messages" The Journal of Multicultural Society 19, no.3 (2026) : 415-458.doi: 10.14431/jms.2026.10.19.3.415
