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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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논문 기본 정보
- 자료유형
- 학위논문
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- 지도교수
- 김수한
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- 2017
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- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
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초록· 키워드
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이 연구는 청소년의 고교 중단과 대학 입시 과정을 사교육 지향, 학력주의 문화,부모 양육의 영향과 관련하여 분석함으로써 ‘학교 밖의 학업 추구’라는 현상의 함의를 밝히는 것을 목적으로 한다. 특히 이 연구는 학교 밖의 학업 추구가 지니는 의미의 계층화된 성격에 주목하여 중간 계층과 노동 계층 각각의 중단과 대학 입시 과정을 구분한다. 13명의 연구참여자에 대한 면담 자료를 근거이론 방법으로 분석한다. 이 연구의 주요 연구 결과는 다음과 같다. 사교육으로서 학교 밖 경로의 수용, 학교 안팎 학력주의 문화로부터의 영향, 교육 성취를 기대하는 부모의 양육은 청소년의 고교 중단과 대학 입시 과정에 주요한 맥락으로 작용한다. 이때 중간 계층 청소년과 노동 계층 청소년의 중단 과정과 대학 입시 과정은 학교
밖 경로에 대한 인식, 학력에 대한 의미 부여, 계층에 따른 부모 양육의 경험에 있어 질적인 차이를 나타낸다. 이런 맥락에서, 이 연구는 청소년의 학교 밖 학업 추구에 있어 계층간 불평등의 경험을 논의 지형에 포함시켜야 한다고 시사한다.
밖 경로에 대한 인식, 학력에 대한 의미 부여, 계층에 따른 부모 양육의 경험에 있어 질적인 차이를 나타낸다. 이런 맥락에서, 이 연구는 청소년의 학교 밖 학업 추구에 있어 계층간 불평등의 경험을 논의 지형에 포함시켜야 한다고 시사한다.
목차
제 1 장 서론 ·············································································································· 1제 1 절 문제 제기 ································································································· 1제 2 절 논문의 구성 ····························································································· 5제 2 장 선행연구 및 이론적 논의 ···································································· 7제 1 절 학교 밖 청소년의 이해 ·········································································· 7제 2 절 청소년의 학교 중단과 진로 추구에 관한 선행연구 ························ 14제 3 절 이론적 논의 ··························································································· 231. 사교육(private education) 추구로서의 학교 벗어나기 ·························· 242. 학교 안팎의 학력주의 문화(credentialism culture) ······························· 293. 계층에 따른 부모 양육의 차이 ································································· 33제 3 장 연구참여자 및 연구방법 ···································································· 37제 1 절 연구참여자의 특징 ················································································ 38제 2 절 분석방법 ································································································· 44제 4 장 연구 결과 ································································································· 46제 1 절 계층에 따른 학교 중단 결정의 차이 ················································· 461. 중간 계층의 학교 중단 결정 과정 ··························································· 471) 학교 안팎 경로들에 대한 면밀한 식별 ·············································· 472) 선별적인 대학에의 초점 ······································································· 553) 부모의 세심한 조율과 허용 ································································· 622. 노동 계층의 학교 중단 결정 과정 ··························································· 681) ‘학교 안’과 ‘학교 밖’의 확고한 구분 ················································· 682) ‘남들 같은 삶’의 기준으로서의 대학 ················································· 753) 부모의 전면적인 금지 또는 방임 ······················································· 80제 2 절 계층에 따른 중단 이후 대입 과정의 차이 ······································· 861. 중간 계층의 중단 이후 대입 과정 ··························································· 881) 선별적 대학으로 초점 맞춰진 경로 ···················································· 882) ‘중퇴’의 보상으로서의 선별적 대학 학력 ·········································· 933) 부모의 지속적인 관리와 개입 ····························································· 972. 노동 계층의 중단 이후 대입 과정 ························································· 1001) 입시 외적인 다양한 경험 ··································································· 1002) 정상성 회복으로서의 대학 학력 ······················································· 1053) 부모의 위임과 ‘자연스러운 삶’에의 태도 ······································· 108제 5 장 결론 ·········································································································· 112제 1 절 요약 및 논의 ······················································································· 112제 2 절 연구의 한계 ························································································· 116참고문헌 ····················································································································· 118Abstract ······················································································································ 130
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