대학에 진학한 학교 밖 청소년의 학업 지속에 관한 연구

다국어 초록 (Multilingual Abstract)

This study aims to provide basic data for promoting improvement and
change in the overall social perception and system in order for
out-of-school youths to adapt to our society in a healthy way by
analytically investigating their experience before and after the interruption
of study, in the process of going to college, and in college life.
This study collected data through in-depth interviews of seven
out-of-school youths who have experienced k-dream centers in Busan
Metropolitan City and Gyeongsangnam-do Province who are currently
attending university. The four-step data analysis method of the
phenomenological research method suggested by Giorgi (1985) was used
to analyze the collected data. Before anything else, the whole context of
the collected data was examined followed by the classification of the
phenomena found into their semantic units from the perspective of the
researcher. The exposed semantic units were integrated into an academic
structure after being converted into academic language, and four major
level, ten medium level, and 25 minor level classifications in addition to
59 major concepts were derived after the experience before and after the
interruption of study, in the process of going to college, and in college
life had been integrated and arranged.
The study findings are as follows. First, the out-of-school youths had
a negative experience in individual, household, peer, and school
environment factors before the interruption of study. Such a negative
experience caused difficulties where negative relationships were formed,
including distinct personal characteristics, deterioration of mental health,
unstable family environment, negative relationships with parents,
confrontation with teachers or schools, conflicts with peers, and it was
possible to understand that these individual, household, peer, and school
environment factors had a complex effect through their accumulation.
Second, after the suspension of school, out-of-school youths were able
to distinguish between my became alone and efforts for growth. It turned
out that the out-of-school youths sometimes experienced the difficulty of
having to solve their problems alone without social support and aid after
the interruption of study, but gave off their dreams and talents when
participating in study and competitions that they really had wanted and
made efforts while using K-dream provided by the youth support centers
and making time for their growth.
Third, the out-of-school youths decided to go to college owing to
various types of internal and external factors and stimulus in the process
of going to college and were making efforts to go to college while
sometimes striving to study for themselves and getting help by finding
resources around them.
Finally, after going to college, it was possible to confirm that their
experience in their college life was what they had dreamed, and that
they were studying what they had wanted to learn while having a clear
view on things and were adapting well to college life in self-directed
ways, whereas it was also possible to confirm that they were
experiencing difficulties in the newly encountered general courses that
they had never thought of, different types of learning methods they had
never experienced till then, and conflicts in new human relationships
among the newly encountered problems in college life.
Based on the findings of the study, we intend to propose follow-up
studies. First, this study was conducted on seven out-of-school youths
living in Busan Metropolitan City and Gyeongsangnam-do Province. The
follow-up studies are required to explore their experience macrocosmic
by studying the appropriate number of out-of-school youths from a
variety of regions, free from the limitations of the regions and number of
the subjects in this study. Second, there is a limitation on this study
that it was for the out-of-school youths who had ever used K-dream
provided by the youth support centers. It should be able to explore the
different channels and types of experience before and after the
interruption of study, in the process of going to college, and in college
life by conducting a study on the out-of-school youths who had never
used K-dream provided by the youth support centers.

국문 초록 (Abstract)

본 연구의 목적은 학교 밖 학교 밖 청소년들의 학교 중단 전, 후 경험과 대학진학 과정, 대학생활에서의 경험을 해석적으로 탐구하여 학교 밖 청소년들의 건강한 사회 적응을 위해 사회 인식 및 제도 전반의 개선과 변화를 도모하기 위한 기초적 자료를 제공하고자 하였다.
본 연구는 부산광역시, 경상남도 지역 내 청소년지원센터 꿈드림을 경험한 학교 밖 청소년 중 현재 대학에 진학하여 재학 중인 7명의 청소년을 대상으로 학교중단 전, 후 경험과 대학진학 과정, 대학생활에 대한 경험을 심층면접을 통해 자료 수집하였다. 수집된 자료는 Giorgi(1985)가 제시한 현상학적 연구방법의 4단계 자료 분석 방법을 사용하여 분석하였다. 먼저 수집된 자료의 전체적인 맥락을 파악하고, 발견된 현상을 연구자의 관점에서 의미단위를 구분하였다. 드러난 의미단위를 학문적 언어로 전환하고 구조로 통합하였으며, 이러한 방법을 통해 나타난 학교중단 이전, 이후의 경험, 대학진학 과정, 대학생활에서의 경험들을 통합하고 정리하여 4개의 대분류, 10개의 중분류, 25개의 소분류, 59개의 주요개념을 도출하였다.
본 연구의 결과는 다음과 같다. 첫째, 학교 밖 청소년들은 학교중단 이전 개인적 요인, 가정적 요인, 또래 요인, 학교 환경적 요인에서 부정적 경험을하였다. 이는 주관이 뚜렷한 개인적 특성, 정신건강의 악화, 불안한 가정환경, 부모와의 부정적 관계형성, 교사 또는 학교와의 충돌, 또래와의 갈등 등 부정적 관계형성의 어려움이 있으며, 이러한 개인, 가정, 또래, 학교 요인이 누적되어 복합적으로 영향을 미친다는 것을 알 수 있었다.
둘째, 학교중단 이후 학교 밖 청소년들은 ‘혼자가 된 나’와 ‘성장을 위한 노력’으로 구분할 수 있었다. 학교 밖 청소년들은 학교중단 이후 사회적 지지와 지원 없이 혼자 해결해야한다는 어려움을 경험하기도 하지만, 진정으로 원했던 공부나 대회에 참여하며 자신의 꿈과 끼를 마음껏 발산하고 청소년지원센터 꿈드림을 이용하며 지지와 돌봄, 갈등을 겪으며 성장을 위한 시간을 가지고 노력하는 것으로 나타났다.
셋째, 대학진학 과정에서는 학교 밖 청소년들이 다양한 내, 외부의 요인과 자극으로 대학진학을 결심하였으며, 대학진학을 위해 스스로 학업에 매진하거나 주변 자원을 발굴하여 도움을 받기도 하며 대학진학을 위한 노력을 하고 있었다.
마지막으로, 학교 밖 청소년들의 대학생활 경험은 ‘꿈꿔왔던 학교생활’에서 주관이 뚜렷하여 스스로 하고 싶은 공부를 하며 자기주도적 대학생활에 잘 적응하고 있는 학교 밖 청소년들의 모습을 확인할 수 있었다. 한편, ‘대학진학 후 새롭게 직면한 문제들’에서는 생각지 못했던 새롭게 직면한 기초 소양과목의 어려움이나 지금까지 경험해보지 못한 다양한 형태의 학습방법, 새로운 인간관계에서의 갈등을 경험하였다.
이와 같은 연구결과를 바탕으로 본 연구에서는 다음과 같은 후속연구를 위한 제언을 하고자 한다. 첫째, 본 연구는 부산광역시와 경상남도에 거주하고 있는 학교 밖 청소년 7명을 대상으로 연구하였다. 후속연구에서는 지역과 인원의 한계를 극복하여 다양한 지역의 학교 밖 청소년을 적합한 인원수로 연구하여 보다 거시적인 경험을 탐색할 필요가 있다. 둘째, 본 연구는 청소년지원센터 꿈드림을 이용한 경험이 있는 학교 밖 청소년을 대상으로 하였다는 제한점이 있다. 청소년지원센터 꿈드림을 이용하지 않은 제도권 밖의 학교 밖 청소년들을 대상으로 학교중단 전, 후 경험과 대학진학 및 대학생활 경험에 대한 연구를 실시하여 대학에 진학한 학교 밖 청소년들의 다양한 경로와 유형을 탐색할 수 있어야 할 것이다.

목차 (Table of Contents)

• Ⅰ. 서론 ······································································ 1
• 1. 연구의 필요성 및 목적···································································· 1
• 2. 연구문제····························································································· 4
• 3. 용어의 정의······················································································· 4
• 4. 연구의 제한점··················································································· 5
• Ⅱ. 이론적 배경 ························································ 6
• 1. 학교 밖 청소년의 개념과 현황······················································ 6
• 2. 학교 밖 청소년의 유형···································································· 9
• 3. 학교 밖 청소년의 학업지속·························································· 12
• Ⅲ. 연구방법 ···························································· 17
• 1. 현상학적 연구················································································· 17
• 2. 연구참여자······················································································· 18
• 3. 연구절차··························································································· 27
• 4. 자료수집··························································································· 29
• 5. 연구의 윤리적 측면······································································· 30
• 6. 자료분석방법··················································································· 31
• Ⅳ. 연구결과 ···························································· 33
• 1. 학교중단 이전················································································· 34
• 2. 학교중단 이후················································································· 48
• 3. 대학진학 과정················································································· 58
• 4. 대학생활··························································································· 62
• Ⅴ. 논의 ···································································· 66
• Ⅵ. 요약, 결론 및 제언 ········································· 75
• 부록 ··········································································· 78
• 참고문헌 ··································································· 80
• A b s t r a c t ································································ 85