한국 대학교육 확장의 사회학적 해석 = A Sociological Interpretation to the Expansion of College-education in Korea
저자
발행기관
학술지명
권호사항
발행연도
1986
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
129-150(22쪽)
제공처
소장기관
Usually we keep a perspective or theoretical framework to explain the cause, the process, and the effect of a social phenomenon. But a perspective or theoretical framework is narrow to cover all three steps. A certain theory can be applied to explain the reasons when a fact happens but may be short to account for the transformation and the effect of the fact. This paper has an attempt to explain the cause, the process, and the effect of the expansion of college-education in Korea.
The college-education in the country has been expanded by commonly accepted optimistic idea and romantic illusion about college-education. The optimistic assumptions can be explained by two dimensions. At first, college-education has been assumed the way to make economic benefit and to get socially ahead in the country. Also in order to achieve economic development and modernization and to compete with other nations, college-education should be expanded more rapidly. Political and social problems can be reduced or solved through the expansion of higher education. The tightening bond between college-education and personal benefit, and between college-education and national development has been theoretically and empirically supported by the so-called human capital theorists and status attainment theorists.
Secondly, we Koreans have kept 'romantic illusion' about education, which is not based on any kind of theory and empirical data. The illusion can be reinforced through dialogue in everyday life, such as "education makes a man to be a really man-like man." More-education is highly respected as education is believed a good thing. This illusion, not based on rationality, has a strong power to affect our actual decision. On the national level, the illusion has also functioned to expand education because educational level of the people has been considered a criteria of national prestige.
The expansion of college-education evokes a rapid expansion at a certain point when the situation has been changed. At this point, the optimistic assumptions and romantic illusions are not any more the vital factors to enforce students to go college. The changed situations reveal direct and decisive cause to expand college-education. The improved condition of home economy by the reduced number of children has helped the parents send their offsprings to college. And the hightened educational level of parents has pushed their children to go up to the college level.
As Korean society has socially stratified the status group which are able to give their children college-education has been enlarged. At the same time the deprived status group has also been magnified. The huge gap in life chance between the college and the high school graduates has given a great deal of influence on the expansion of college-education. As college-education has been universalized the society evaluates the non-college-educated people to be less able and less valuable for the society. This biased judgment has a great impact upon many students to hang on college-education.
Korean government has controlled the tuition and fee of all colleges and universities whose finance has been totally depended on students' tuitions and fees. The government, in turn, is responsible for permitting the colleges and universities to admit more students for economic reason.
The effect of rapidly expanded college-education is totally different from the expectation which is based on optimistic and romantic thought. At first, the effect of college-education to get a good job has been decreased. The decreased power of college-education in job market gives employers chance to require the job-applicants the skills which are directly useful in the firms. The students and colleges(universities) cannot reject those requirements because college-educated labor forces are fully reserved. Therefore, academism has lost its glory even in campus.
Huge number of students makes university administration more bureaucratic. The students and faculties are alienated from the university and even form the classroom activities. The personal interaction cannot be expected under the bureaucratic circumstance that the administrative processes are managed mechanically.
The college graduates have a qualitatively different tract in life chance from the high school graduates. The expansion of college-education gives the less able but higher SES students more chance to go college. The meritocracy and the free-competition ideology are losing the persuasive power about justification and legitimation. The disadvantaged status group has disappointed about the liberal model and, therefore, search some new model, which may be radical. The radical mood may be supported even by the college-educated unemployed. They construe that their unemployment is accounted for not by their personal characteristics such as low ability but by social structure. Even the employed may be poor because the capitalists and/or employers can manipulate the wages of college-educated workers and, based on the manipulated wages, lower the wages of high school graduates.
The hightened expectation about the college-education should be arrived at the broken expectation, which blame the college-education as a defrauder. Near future in Korea too, somebody will argue 'the de-college society.'
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