북한이주민 청소년 자녀의 진로태도에 관한 연구 = A Study on the Career Attitudes of Adolescents with North Korean Immigrant Backgrounds

국문 초록 (Abstract)

본 연구의 목적은 북한이주민 청소년 자녀가 생태체계 맥락 속에서 진로태도를 어떻게 경험하는지를 탐색하고, 이들의 상담심리적 개입에 필요한 기초자료를 제공하고자 수행되었다. 특히 북한이주민 부모가 지 닌 탈북 과정의 심리적 특성과 재정착 과정에서의 어려움, 남한 부모와 구분되는 진로경험의 특수성이 청소년 자녀의 진로태도 형성에 어떠한 영향을 미치는지도 살펴보았다. 연구 참여자는 부모 중 1명 이상이 북한 출신이며 중·고등학교에 재학 중인 청소년 7명으로, 각 2회의 반구조화 된 면담이 이루어졌으며 Giorgi의 현상학적 연구방법을 적용하여 분석하 였다. 분석 결과 북한이주민 청소년 자녀가 경험하는 진로태도와 관련하 여 9개의 상위 범주와 34개의 하위 범주가 도출되었다. 상위 범주로는 ‘흥미를 기반한 자기탐색의 과정’, ‘미래에 대한 높은 불안’, ‘나다운 기준 세우기’, ‘부모의 경험이 삶의 기준이 됨’, ‘부모 이주 경험이 자녀에게 전 이됨’, ‘가족의 응원이 힘이 됨’, ‘학교 경험으로 진로를 탐색함’, ‘또래 관 계 속에서 정체감을 조율해 감’, ‘이주 정체성을 갖고 진로를 의미화함’이 도출되었다. 이러한 결과를 토대로 북한이주민 청소년 자녀의 진로태도가 개인적 흥미와 내적 기준, 부모의 이주 경험과 가족 지지, 학교와 또래 관계, 이 주 정체성이 생태체계 맥락 속에서 상호작용하며 형성됨을 확인하였다. 또한 참여자들이 개인 흥미에 따라 진로를 스스로 탐색하고, 미래에 대 한 불안 속에서 진로를 걱정하며, 부모의 가치, 이주 경험, 이주 정체성 을 기준으로 진로를 의미화하고, 가족, 학교, 또래의 지지 속에서 진로에 대한 생각과 선택을 구체화해 가는 양상이 드러났다. 이는 진로태도가 생애 전반에 걸쳐 진로 탐색과 선택, 준비 과정에서 나타나는 정서 및 행동적 경향성으로 이해한 기존 정의와도 일치됨을 확인하였다. 본 연구는 진로 상담에서 경험적 및 맥락적 접근의 필요성을 강화하 고, 북한이주민 청소년 자녀를 위한 맞춤형 개입 전략 마련에 기초자료 를 제공한다는 점에서 의의를 지닌다.

다국어 초록 (Multilingual Abstract)

This study aimed to explore how adolescents with North Korean refugee family backgrounds experience their career attitudes within an ecological systems context, and to provide foundational insights for counseling and psychological interventions. Particular attention was given to how parents’ migration and defection experiences, resettlement-related challenges, and their distinct career trajectories influence their children’s career attitude formation. Participants were seven middle and high school students with at least one parent born in North Korea, each of whom completed two semi-structured interviews. Data were analyzed using Giorgi’s descriptive phenomenological method. Analysis yielded nine superordinate categories and thirty-four subordinate categories characterizing the adolescents’ career attitudes: “Exploring the self through interest-based activities”, “Heightened anxiety about the future”, “Establishing personal standards”, “Parents’ experiences becoming life criteria”, “Intergenerational transmission of migration experiences”, “Family support as a source of strength”, “Exploring careers through school experiences”, “Negotiating identity within peer relationships”, “Constructing career meaning through a migration-based identity”. The findings indicate that the career attitudes of these adolescents are shaped through the dynamic interplay of personal interests and internal values, parental migration narratives and family support, school and peer environments, and migration-based identity. Participants actively explored careers aligned with their interests, expressed concerns about the future, interpreted career paths through parental values and experiences, and refined their decisions through support within their ecological systems. These results align with existing definitions of career attitude as an emotional and behavioral tendency emerging throughout life in processes of career exploration, choice, and preparation. This study underscores the need for experiential and contextsensitive approaches in career counseling and offers foundational implications for developing tailored intervention strategies for adolescents from North Korean refugee families.

목차 (Table of Contents)

• Ⅰ. 서 론 ···············································································································1
• 1. 연구의 필요성 및 목적 ············································································1
• 2. 연구 문제 ····································································································7
• 3. 용어의 정의 ································································································8
• Ⅱ. 이론적 배경 ································································································10
• 1. 북한이주민 ································································································10
• 2. 북한이주민 청소년 자녀 ········································································13
• 3. 진로태도 ····································································································17
• 4. 현상학적 연구방법 ··················································································22
• Ⅲ. 연구방법 ······································································································25
• 1. 연구대상 ····································································································25
• 2. 연구절차 및 자료수집 ············································································32
• 3. 자료분석 ····································································································34
• 4. 윤리적 고려와 타당성 ············································································35
• Ⅳ. 연구결과 ······································································································38
• 1. 흥미를 기반한 자기탐색의 과정 ··························································40
• 2. 미래에 대한 높은 불안 ··········································································43
• 3. 나다운 기준 세우기 ················································································46
• 4. 부모의 경험이 삶의 기준이 됨 ····························································48
• 5. 부모 이주 경험이 자녀에게 전이됨 ····················································50
• 6. 가족의 응원이 힘이 됨 ··········································································54
• 7. 학교 경험으로 진로를 탐색함 ······························································56
• 8. 또래 관계 속에서 정체감을 조율해 감 ··············································59
• 9. 이주 정체성을 갖고 진로를 의미화 함 ··············································61
• 10. 북한이주민 청소년 자녀의 진로태도에 대한 생태체계 모형 ···· 64
• Ⅴ. 논의 ···············································································································66
• 참고문헌 ·········································································································73
• 부록 ·················································································································80
• 부록 1. 설명서 및 동의서 ······································································80
• 부록 2. 반구조화된 질문지 ····································································84
• Abstract ·········································································································85