다문화가정 아동의 문제점과 지원방안

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the reality of children from multicultural families and the causes of their problems in a bid to seek various ways of backing them up. Relevant earlier studies were analyzed to grasp the concept, background and state of children from multicultural families to pinpoint their problems to consider how to support them. There were two different sorts of children from multicultural families. One was children of internationally married couples, and the other was children of immigrant workers. The problems that they were confronted with could be listed as below:
The first was a matter of confused ego identity. Children from multicultural families had difficulties in social adjustment due to their poor language skills, and they didn't put confidence in interpersonal relationship with others.
The second was a matter of sociocultural relationship. Poor verbal ability detracted from social interaction, and there were a prejudice and discrimination against those children because of pure-bloodism and exclusivism that were rampant in Korea.
The third was a matter of education. Those children dwelled mostly in rural communities or belonged to the urban low-income class, and their poor language ability made them educationally retarded.
The fourth was a matter of law. Children of internationally married couples were entitled to be Korean by nationality, but children of illegally staying foreign workers became illegal stayers like their parents.
The fifth was a matter of family. Children from multicultural families were dissatisfied with their relationship with parents since their parents weren't well off and had to continue to work late at night.
The ways to aid those children could be summarized as follows:
First, as for confused ego identity, the central and local governments and every school should try to revise textbooks and improve the capabilities of teachers to accelerate the ego identity building of children from multicultural families, and every student should be taught to be receptive to multiculture.
Second, in terms of sociocultural support, each school should offer after-school programs and facilitate those children's communication with others. The central and local governments should pay attention to homogeneous nationalism in existing textbooks to relieve cultural exclusivism when they plan to revise the textbooks. Students should be instructed to understand foreign culture and respect one another, and anti-bias education should be conducted. Besides, mentoring by college students or volunteers should be reinforced in each local community.
Third, in relation to the educational system, preliminary schools should be established in particular regions where a lot of children from multicultural families reside, and they should attend preliminary school before they enter elementary school or transfer to another school. More alternative schools should be built as well, and anti-bias programs should be prepared to remove social prejudice against those children.
Fourth, in terms of the law and institution, it's not possible for undocumented workers to have the birth of their children registered. So legal measures should be taken to postpone their forced departure in order for their children to complete the semester and then be ready for departure.
Fifth, concerning social welfare support, the human rights of children from multicultural families were neglected, and many were abused at home and left out at school. They were discriminated and bullied due to the different color of the skin and verbal and cultural gaps. There were currently about 500 organizations that offered a helping hand to them, including the central and local governments and social groups.
Those organizations provided counseling and took care of them on behalf of their parents, and make concerted efforts to offer better education and advocate their human rights.
Children from multicultural families are great resources for our society. If they aren't able to fit into society, nobody can predict what social, political and economic problems they give rise to. The government and people need a change of mind-set and should help them lead a happy and sound life with a sense of responsibility, and there should be a drastic change in the way of looking at them. Far-reaching research efforts should be channeled into finding out what problems children from multicultural families face and how to back them up from diverse angles.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 방법 5
• Ⅱ. 이론적 검토 7
• 1. 다문화가정 아동의 개념 7
• 2. 다문화가정의 형성배경 12
• 1) 세계화와 다문화가정의 형성 12
• 2) 한국 다문화가정의 형성 15
• 3. 선행연구의 검토 17
• Ⅲ. 다문화가정 아동의 현황과 유형 22
• 1. 다문화가정 아동의 현황 22
• 1) 다문화가정의 현황 22
• 2) 다문화가정 아동의 현황 25
• 2. 다문화가정 아동의 유형 30
• 1) 결혼이민자가정 33
• 2) 외국인 근로자가정 36
• Ⅳ. 다문화가정 아동의 문제점 39
• 1. 다문화가정 아동의 문제점의 실태 39
• 2. 다문화가정 아동의 문제점 45
• 1) 자아정체성의 문제 46
• 2) 사회ㆍ문화적 관계의 문제 47
• 3) 교육적 문제 50
• 4) 법적(호적) 문제 58
• 5) 부모와의 갈등문제 59
• Ⅴ. 다문화가정 아동에 대한 지원방안 61
• 1. 우리나라 정부 및 지자체의 지원정책 61
• 2. 자아정체성 혼란에 대한 지원 65
• 1) 한국어능력 지원 65
• 2) 단일민족 강조에 대한 교육내용의 완화 67
• 3) 다문화 체험프로그램의 활성화 69
• 3. 사회적 관계형성을 위한 지원 71
• 1) 학교 내에서의 지원 71
• 2) 정부 및 지자체의 지원 73
• 4. 교육제도적 지원 76
• 1) 보육시설에 대한 지원 76
• 2) 교육시스템구축 지원 77
• 3) 정부 및 지자체의 교육지원 79
• 5. 법ㆍ제도적 지원 80
• 6. 사회복지적 지원 84
• 1) 다문화가정에 대한 상담지원 85
• 2) 다문화가정 부모의 교육 역할지원 86
• 3) 정부 및 지자체의 지원 87
• Ⅵ. 결 론 89
• 참고문헌 95
• 영문초록 102