한국사회에서의 학업성취에 대한 문화자본의 영향 = The impact of cultural capital on student achievement in South Korea

다국어 초록 (Multilingual Abstract)

This study explores the empirical validity of cultural capital theory in the context of South Korea. Special attention is given to an analysis of an effect of cultural capital on academic achievement. Using representative data from the 2005 Korean Education Longitudinal Study(KELS), the authors found that parents' socioeconomic characteristics(i.e., education, occupation, and income) have a significant effect on their own cultural capital, a particular form of children's cultural capital(i.e., reading enjoyment), and academic achievement. The authors also found that while parental cultural capital is a major route to link parents' socioeconomic characteristics to children's cultural capital, it has a positive net effect on children's academic achievement, with parents' socioeconomic characteristics and measured prior ability held constant. However, although a form of children's cultural capital(i.e., reading enjoyment) has a positive effect on academic achievement, another form of children's cultural capital(i.e., cultural participation) has a negative effect. This finding may be explained by the characteristics of the South Korean education system where the majority of South Korean youth spend most of their waking time either attending cram schools or preparing for the exams, cultural participation inevitably deprives them of time that could have been devoted to study, which may in turn exert a negative influence on academic achievement. Finally, the authors found that children with highly educated parents benefit most from having a form of cultural capital(i.e., reading enjoyment). supporting Bourdieu's cultural reproduction view.

국문 초록 (Abstract)

본 연구에서는 한국교육개발원의 한국교육종단조사(KELS) 1차년도 데이터를 사용하여 문화자본이 학업성취에 미치는 영향을 분석하였다. 연구결과는 부모의 교육수준, 직업지위, 가계소득과 같은 사회경제적 특성이 그들의 문화자본과 자녀의 독서향유 형태의 문화자본에 매우 큰 영향력을 발휘하고, 이를 통해 학업성취에도 직간접적으로 영향을 미치고 있음을 보여준다. 부모의 문화자본은 학업성취에 독립적인 영향력을 행사하지만, 자녀의 문화자본의 경우 독서향유는 학업성취에 긍정적인 영향을 미치는 데 반해, 문화활동 참여는 학업성취에 오히려 부정적인 영향을 초래하는 것으로 밝혀졌다. 이러한 결과는 한국적 상황과 무관하지 않은 것으로 보인다. 즉 상당수의 학생들이 방과 후에 다양한 형태의 사교육에 참여하고 있어 문화활동에 투자할 시간이 상대적으로 제한되어 있고, 개인이 공부에 투입하는 시간이 학업성취에 절대적인 영향을 미치는 상황에서 문화활동 참여는 필연적으로 공부에 투입할 수 있는 절대 시간을 축소시킴으로써, 학업성취에 불리하게 작용할 개연성이 있는 것이다. 한편 교육수준이 높은 학부모들은 이러한 교육적 현실을 간파하여, 학업성취로 보상을 받지 못하는 문화활동 형태의 문화자본에 대해 투자하는 대신, 학업성취로 보상을 받을 수 있는 자녀의 독서향유 형태의 문화자본에 대한 적극적 투자를 통해 자녀의 교육적 성공을 돕고 있는 것으로 보인다.

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