다문화 중학생의 학교 및 학교 밖 진로활동이 진로개발역량에 미치는 영향

국문 초록 (Abstract)

본 연구는 다문화 중학생들의 진로개발역량에 영향을 미치는 학교 및 학
교 밖 진로활동의 효과를 분석하고, 이에 기반한 실천적 방안을 제시하였
다. 연구대상은 경기도 5개 도시에 위치한 8개 중학교와 3개 다문화 관련
센터에서 선정된 다문화가정 출신 중학생 331명이다. 다문화 학생들은 언
어적, 문화적 차이로 인해 진로정보와 기회에 제약을 받을 수 있으므로,
체계적인 진로활동이 중요하다.
연구결과, 부모의 경제적 수준과 한국어 능력을 통제한 후, 학교와 학교
밖 진로활동이 진로개발역량에 미치는 영향을 분석하였다. 학교 내에서는
진로상담, 진로동아리, 현장견학형 진로체험, 강연형·대화형 진로체험이 유
의미한 영향을 미쳤으며, 학교 밖 활동에서는 진로상담만 유의미한 영향을
미쳤다. 또한, 학교 진로상담이 학교 밖 진로상담, 진로동아리, 강연형·대
화형 활동보다 큰 영향을 미친 것으로 나타났다.
본 연구는 다문화 학생들을 위한 진로상담을 학교와 학교 밖에서 연계하
여 제공하고, 지역사회와 협력하여 진로동아리 활동을 활성화할 필요성을
제시하였다. 또한, 다문화 배경을 가진 선배들과 함께하는 강연형·대화형
활동을 통해 진로에 대한 관심을 높이고, 체험형 진로활동을 정규 수업과
방과 후 활동으로 제공할 것을 제안하였다. 마지막으로, 부모의 경제적 지
원 부족과 정보 접근의 어려움을 해결하기 위해 학교와 지역사회가 협력
하여 맞춤형 진로교육과 지원 프로그램을 제공하고, 진로 정보 접근성을
높이는 시스템 구축이 필요함을 제안하였다.

목차 (Table of Contents)

• Ⅰ. 서론 ········································································································· 1
• 1. 연구의 필요성 및 목적 ···································································· 1
• 2. 연구문제 ······························································································6
• 3. 용어의 정리 ························································································7
• 1) 다문화 중학생 ··············································································7
• 2) 학교 진로활동과 학교 밖 진로활동 ········································ 7
• 3) 진로개발역량 ················································································8
• Ⅱ. 이론적 배경 ·························································································9
• 1. 진로교육 ······························································································9
• 1) 진로교육의 개념 ·········································································· 9
• 2) 진로교육의 필요성과 중요성 ·················································· 10
• 3) 진로교육의 내용과 목표 ·························································· 12
• (1) 학교 진로활동 ······································································ 13
• (2) 학교 밖 진로활동 ································································ 18
• 2. 다문화 학생과 진로교육 현황 ······················································18
• 1) 다문화 학생의 교육적 특성 ···················································· 18
• 2) 다문화 학생의 진로교육 현황 ·············································· 20
• 3. 진로교육 정책 ··················································································24
• 1) 진로교육 정책의 방향성과 발전 ············································ 24
• 2) 다문화 학생을 위한 진로지원 정책 ···································· 26
• 4. 진로개발역량 ····················································································29
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• 1) 진로개발역량의 개념 ································································ 29
• 2) 진로개발역량의 구성 요소 ······················································ 30
• 5. 진로활동과 진로개발역량과의 관계 ············································31
• 1) 학교 진로활동과 진로개발역량 ·············································· 31
• (1) 진로와 직업 수업 ································································ 32
• (2) 교과연계 진로교육 ······························································ 33
• (3) 진로동아리 ············································································ 33
• (4) 진로상담 ················································································ 35
• (5) 진로심리검사 ········································································ 36
• (6) 창업가정신 함양 및 창업체험 교육 ································ 36
• (7) 진로체험 ················································································ 38
• 2) 학교 밖 진로활동과 진로개발역량 ········································ 40
• (1) 학교 밖 진로동아리 ···························································· 40
• (2) 학교 밖 진로상담 ································································ 41
• (3) 학교 밖 진로심리검사 ························································ 41
• (4) 학교 밖 창업가정신 함양 및 창업체험 교육 ················ 42
• (5) 학교 밖 진로체험 ································································ 43
• 6. 진로개발역량에 영향을 미치는 다문화 중학생의 배경요인······· 45
• 1) 부모의 경제적 수준 ······························································45
• 2) 다문화 중학생의 한국어 수준 ··············································46
• 3) 부모의 한국어 수준 ································································47
• Ⅲ. 연구방법 ·······························································································49
• 1. 조사대상자 선정 및 자료수집 ······················································· 49
• 2. 연구모형 및 연구가설 ····································································· 50
• 1) 연구모형 ························································································50
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• 2) 연구가설 ························································································51
• 3. 측정 도구··························································································· 51
• 1) 종속변수 ························································································51
• 2) 독립변수 ························································································53
• 3) 통제변수 ························································································53
• 4. 자료분석방법 ····················································································· 54
• Ⅳ 연구결과 ································································································ 55
• 1. 연구대상에 대한 기초분석 ····························································· 55
• 1) 연구대상자의 일반적 특징 ························································55
• 2) 다문화 중학생의 가정 배경에 대한 빈도 분석 ················· 56
• 3) 다문화 중학생의 진로에 관한 빈도 분석····························· 58
• 4) 다문화 중학생의 진로활동 참여 경험 ··································· 61
• 5) 학교 진로활동과 학교 밖 진로활동에 대한 요구도············· 63
• 2. 주요변인에 대한 기술통계 및 상관분석 ····································· 65
• 1) 주요변인의 기술통계 분석 ························································65
• 2) 학교 진로활동 및 학교 밖 진로활동 참여 경험에 따른 진
• 로개발역량 차이 검증 ································································· 65
• 3) 주요 변인 간의 상관관계 분석 ··············································67
• 3. 연구가설검증 ····················································································· 69
• 1) 학교 진로활동이 진로개발역량에 미치는 영향 ···················· 69
• 2) 학교 밖 진로활동이 진로개발역량에 미치는 영향 ·············· 72
• 3) 학교와 학교 밖 진로활동이 진로개발역량에 미치는 영향····· 74
• Ⅴ 결론 및 제언 ························································································77
• 1. 연구결과 요약 ··················································································· 77
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• 2. 논의 ····································································································· 78
• 3. 제언 ····································································································· 82
• 1) 실천적 제언 ··················································································82
• 2) 정책적 제언 ··················································································85
• 4. 연구의 한계 및 후속연구를 위한 제언 ······································· 89
• 참고문헌 ······································································································ 92
• ABSTRACT ····························································································107
• 부록
• 설문지 ·········································································································109