Identifying Distinct Patterns of Diversity Awareness Among Korean Youth: A Latent Profile Analysis

Background

This study aimed to identify distinct patterns of diversity awareness toward the elderly, people with disabilities, and immigrants among Korean youth. Despite growing cultural diversity in Korea, limited research has examined how children exhibit different awareness patterns toward various marginalized groups, which is essential for developing effective interventions.

Methods

Data were collected from 367 Korean children and adolescents (49.6% male, 50.4% female; 69.2% elementary, 29.2% middle, 1.6% high school students) through an online survey. Measures included attitudes toward the elderly (emotional avoidance, discrimination, stereotyping), people with disabilities (disability attitudes, social distance), immigrants (willingness for interaction, dual evaluation, stereotyping, avoidance emotions), and global citizenship awareness. Latent profile analysis identified subgroups, while multinomial logistic regression examined demographic characteristics, contact experiences, and diversity education as predictors.

Results

Model fit indices supported a four-class solution (Entropy=0.928). The profiles identified were: "Comprehensive Acceptance" (2.5%), characterized by consistently positive attitudes; "Balanced Moderate" (42.0%), showing average awareness levels; "Selective Acceptance" (46.0%), with positive attitudes toward immigrants but negative toward the elderly and disabled; and "Integrated Diversity" (9.5%), exhibiting balanced positive awareness. Contact frequency with immigrants predicted membership in "Balanced Moderate" (β=0.47, p<.05) and "Integrated Diversity" (β=0.66, p<.01). Multicultural education significantly influenced "Balanced Moderate" (β=3.52, p<.01) and "Selective Acceptance" (β=4.48, p<.001). Gender was significant for "Integrated Diversity" versus "Selective Acceptance" (β=1.28, p<.05).

Discussion

These findings reveal heterogeneity in diversity awareness patterns among Korean youth and suggest developing profile-specific interventions: advocacy leadership for "Comprehensive Acceptance," balanced education for "Balanced Moderate," targeted interventions addressing negative attitudes toward elderly and disabled for "Selective Acceptance," and community engagement for "Integrated Diversity." Results emphasize the need for comprehensive diversity education addressing multiple marginalized groups in Korean educational settings, particularly focusing on improving attitudes toward the elderly and people with disabilities.