학업중단 청소년의 학업복귀에 대한 영향요인 분석: 낙인이론을 중심으로 = An Analysis of Factors Influencing School Reentry among Out-of-School Youth: Focusing on Labeling Theory

국문 초록 (Abstract)

본 연구는 학업중단 청소년 관련 국내 연구의 한계를 극복하고, 학업중단 청소년의 학업복귀에 영향을 미치는 요인을 낙인이론을 중심적 분석틀로 활용하여 다층적 관점에서 분석하였다. 이를 위해 개인 응답 자료와 지역별 사회구조적 지표를 결합하고 다층모형을 적용하였다. 분석 결과, 개인수준에서는 낙인인식이 학업복귀에 부정적 영향을 미쳐 부정적 정체성 내면화가 학업복귀 의지를 약화하는 것으로 나타났다. 사회수준의 객관적 사회해체는 직접 효과는 유의하지 않았으나, 낙인효과는 사회해체 수준에 따라 차이를 보였다. 이는 학업복귀가 개인 요인뿐 아니라 지역사회의 사회적·구조적 맥락에 의해 복합적으로 영향을 받음을 시사하며, 이에 본 연구는 지역사회 맥락을 고려한 맞춤형 학업복귀 지원 정책의 필요성을 제안한다.

다국어 초록 (Multilingual Abstract)

This study addresses the limitation of existing domestic research on out-of-school youth, which has primarily focused on negative outcomes such as delinquency, labeling, and psychological maladjustment after dropping out, by analyzing the factors influencing their school reentry. To this end, individual-level variables were drawn from the Out-of-School Youth Panel Survey conducted by the National Youth Policy Institute, while community-level variables on regional social-structural characteristics were collected from other public data sources. Applying a multilevel model to the combined dataset revealed that, at the individual level, labeling perception, self-esteem, delinquency experience, and alternative career experience exerted negative effects on school reentry, whereas perceived social disorganization showed a positive effect. At the community level, objective social disorganization was not statistically significant overall; however, when classifying regions by their level of social disorganization, the effects of individual variables were found to vary depending on the regional context. These findings indicate that school reentry among out-of-school youth is shaped not only by their psychological and behavioral characteristics but also by the structural resources and environmental factors of the communities in which they live. Based on these results, the study suggests that policies for out-of-school youth should move beyond a sole focus on individual negative experiences and expand toward region-specific, community-based support systems to facilitate school reentry.