다문화가정 청소년의 학교적응에 관한 연구 : 충청북도 거주 중·고등학생을 중심으로 = A study on adaptation of youths from multi-cultural families to schools

다국어 초록 (Multilingual Abstract)

And 71.8% of youths from multi-cultural families are living in rural area which shows that more of youths from multi-cultural families are living in rural area than urban area.

Secondly, 83.5% of multi-cultural families are composed of Korean father and foreign mother, and 7.8% foreign father and Korean mother, and 8.7% foreign father and foreign mother. which shows that most of multi-cultural families were formed by Korean men marrying foreign women.
As for education, 49.5% of fathers are high school graduates while 42.7% of mothers are university graduates. As for occupation, fathers are farmers or wageworkers or unemployed while mothers are housewives or having a bit more professional jobs than fathers.

Thirdly, as for cultural features of youths from multi-cultural families, their cultural adaptation stress is generally positive apart from making fun of their parents' countries.
As for acceptance of two cultures, 49.5% answered they were proud of being bilingual and 47.6% answered they were proud of having foreign parents, but in reality, they seemed to prefer Korea to their parents' countries. But they think it is important to learn both cultures which shows they are quite open to both cultures.

Fourthly, as for demographical features of youths from multi-cultural families, female students have more support from friends than male students, and students living in rural area have more support from parents than students living in cities, and Korean language ability is in inverse proportion to cultural adaption stress, and female students are quicker in accepting two cultures in their families than male students. And female students have friendlier attitude and better people skill than male students, and younger students have higher self-acceptance and initiatives, and students having good grades at school are more goal-oriented and have higher subjecthood. Their subjecthood is in proportion to their Korean language ability, and students living in rural area have friendlier attitude and better people skill than students living in cities, and female students adapt to schools better than male students, and students having good grades at school adapt to school better.

Fifthly, in terms of occupation of parents, youths whose mothers are housewives show the lowest cultural adaptation stress, and youths whose fathers are professional workers show higher level of self-identity and acceptance of two cultures.

Lastly, as a result of a multiple regression analysis of factors affecting school life of students from multi-cultural families, the most influential factor is students' grade at school and then residential area and social support and attitude of accepting two cultures and self-identity in that order.
In conclusion, students having good grades at school and students living in cities and students getting more social support and students accepting two cultures better and students having higher self-identity, can adapt to schools better.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 다문화가정의 청소년 7
• 1) 다문화가정의 개념 및 성립배경 7
• 2) 다문화가정 청소년의 개념 및 유형 9
• 3) 다문화가정 현황 13
• 4) 다문화가정 자녀의 취학실태 16
• 2. 학교적응 23
• 1) 학교적응 23
• 2) 학교적응에 영향을 주는 요인 26
• 3. 다문화가정 자녀의 학교적응관련 선행연구 28
• Ⅲ. 연구방법 31
• 1. 연구모형 31
• 2. 연구방법 32
• 1) 문헌조사 32
• 2) 설문조사 32
• Ⅳ. 분석결과 40
• 1. 다문화가정 청소년의 특성 40
• 1) 다문화가정 청소년의 인구사회학적 특성 40
• 2) 다문화가정 청소년의 가정적 특성 41
• 3) 다문화가정 청소년의 다문화 특성 45
• 2. 다문화가정 청소년의 인구사회학적 특성에 따른 변수들의 차이 51
• 1) 다문화가정 청소년의 인구사회학적 특성에 따른 사회적지지의 차이 51
• 2) 다문화가정 청소년의 인구사회학적 특성에 따른 다문화 특성의 차이 52
• 3) 다문화가정 청소년의 인구사회학적 특성에 따른 자아정체성의 차이 55
• 4) 다문화가정 청소년의 인구사회학적 특성에 따른 학교적응의 차이 58
• 3. 다문화가정 청소년의 가정적 특성에 따른 변수들의 차이 59
• 1) 다문화가정 청소년의 가정적 특성에 따른 사회적지지의 차이 59
• 2) 다문화가정 청소년의 가정적 특성에 따른 다문화 특성의 차이 60
• 3) 다문화가정 청소년의 가정적 특성에 따른 자아정체성의 차이 65
• 4) 다문화가정 청소년의 가정적 특성에 따른 학교적응의 차이 66
• 4. 다문화가정 청소년의 다양한 척도에 따른 변수들의 차이 68
• 1) 학교적응과 주요변수들의 상관관계 68
• 2) 주요변수들 간의 상관관계 69
• 5. 주요변수들이 학교적응에 미치는 영향 75
• Ⅴ. 결론 및 제언 78
• 1. 요약 78
• 2. 함의 82
• 1) 이론적 함의 82
• 2) 실천적 함의 83
• 3. 연구의 한계 및 제언 86
• ※ 참고문헌 87
• ※ abstract 92
• ※ 부록<설문지> 95