학교중단 교정시설보호 청소년의 ‘대학 진학’ 경험의 의미에 관한 현상학적 연구 = A Phenomenological Study on the Meaning of 'College Entrance' Experience of Juveniles in Correctional Facilities due to School Suspension

국문 초록 (Abstract)

본 연구는 학교중단과 교정시설보호를 동시에 경험한 청년의 대학진학 체험 이라는 탐색을 통해 과연 이들은 어떠한 요인에 의해 청소년 일탈행동을 하게 되며, 청소년기 동안 어떠한 변화양상을 거쳐 자기성장의 길을 가는지에 대한 메카니즘을 밝히는 데에 목적이 있다. 다시 말해서 본 연구는 이들이 직면한 대학진학이라는 도전과 합격의 성공요인이 무엇인지 탐색하여 그들의 경험을 깊이 이해하는 것을 목적으로 한다. 이러한 탐색 연구를 통해 이들의 이해는 물론, 다양한 위기에 노출된 청소년에게 적절한 지원 및 예방대책을 마련하는 데에 크게 기여할 것이다. 본 연구목적을 달성하기 위한 연구질문은 다음과 같다. 첫째, “청소년 시기 에 학교를 중단한 경험은 어떠한가?, 둘째, “범죄와 재 범죄로 인하여 교정시설 생활의 경험은 어떠한가?, 셋째, “학교중단 교정시설생활을 경험한 청년의 대학 진학 경험은 어떠한가?” 이다. 본 논문의 연구목적을 위한 연구방법은 질적연구방법이다. 질적연구방법 가운데, 학교를 중단하고 교정시설 수용생활을 한 청소년들이 대학을 진학하는 과정과 그 정황을 탐색하는 것이기에 현상학적 연구방법으로 접근하였다. 연구자료 수집은 연구참여자 6명의 1대1 심층면담을 거쳐 이루어졌다. 그리고 연구자료 분석은 지오르지(Giorgi)의 분석을 원용하였다. 지오르지가 주장한 바와 같이 경험의 본질을 밝히기 위하여 연구자는 객관적인 자세를 견지하며 경청의 자세로 반복하여 구술 자료를 읽어 전체적으로 파악했다. 그리고 자료 안에서 의미가 있는 구절을 선택하여 학문적인 언어로 전환했다. 마지막으로 전환한 공통의 의미단위를 구조로 통합하고 이면의 본질이 무엇인가를 기술했다. 이러한 과정을 거쳐 139개의 의미와 23개의 중심의미 그리고 9개의 드러
난 주제, 3개의 본질적 주제가 도출되었다. 본 논문의 연구결과는『학교는 졸업했어야 마땅했음』의 본질적 주제에 대한 드러난 주제는 ‘성장과정에서 생겼던 결핍은 상처로 남음’, ‘긍정과 부정의 감정이 교차하는 학교생활’, ‘가출의 당위성’이 도출되었다. 그리고『나와 남의 인생에 피해를 줌』의 본질적 주제에 대한 드러난 주제는 ‘될 대로 되라는 마음으로 행한 범죄 및 재 범죄’, ‘사람들과의 관계’, ‘수용기관 프로그램의 적절함과 부적절함’이 도출되었다. 마지막으로 『연찬의 과정』의 본질적 주제에 대한 드러난 주제는 ‘행동에 앞서 선행된 마음의 변화: 이대로는 안 되겠음’,
‘성장을 위한 노력’, ‘자기실현의 동인’이 의미 단위로부터 도출되었다. 종합하면 이들에게 대학진학의 동인으로 작용한 것은 하나의 요인이 아니었다. 먼저 세월의 효과, 길거리 생활의 고달픔을 인식하는 요인도 있었지만 끝까지 지지해 주는 의미있는 타인, 책의 내용을 통한 깨달음, 관계하는 사람들의 말, 그리고 시설의 프로그램 등이 변화의 계기로 작용했다. 이러한 요인들로 인해 마음의 변화가 일어나 자신의 과오를 인정하고 반성하게 되자 분노의 마음은 줄어 타인을 바라보게 되었으며 진정한 회개는 탐닉으로부터 자기통제와 절제가 이루어졌다. 이러한 과정을 통해 대학을 가겠다는 목표를 세우게 되고 헛된 관계들을 스스로 끊어내었다. 그리고 노력으로 이루어진 성취는 자아존중감을 높여주었으며 희망적인 미래를 계획하게 되는 발로 또는 고통에 인내하는 힘으로 작용했다. 이러한 연구결과를 바탕으로 한 제언은 다음과 같다. 첫째, 가정의 기능이 회복되고 치유될 수 있도록 사회적 안전망 차원의 서비스를 지원해야 한다. 둘째, 위기 청소년을 지원하는 다대1의 구조의 멘토 도입이다. 멘토는 지역의 연계기관의 전문종사자, 지역의 인적자원을 이용한다. 셋째, ‘학업중단숙려제’가 충실하게 활용되도록 해야 하며 그 과정에서 근접발달이론을 중심으로 하는 스캐폴더의 역할에 충실해야 한다. 넷째, 청년 기본소득제도를 도입하여 기본적인 기초생활을 보장하는 제도를 마련해야 한다. 다섯째, 중단된 교육의 보충으로 그들의 학습권이 보장되어야 한다는 것을 제시했다. 여섯째, 자아개념의 확장을 위해 학생들에게 자기완성적 예언을 하도록 교육해야 한다. 일곱째, 최첨단 기기를 활용한 스마트 교육을 실시해야 한다는 것을 제안했다.

다국어 초록 (Multilingual Abstract)

This study aims to explore the experiences of young individuals who have simultaneously faced school discontinuation and protective custody in correctional facilities. The primary objective is to uncover the factors that contribute to delinquent behavior in these youth and to elucidate the mechanisms through which they undergo transformative processes during adolescence, ultimately navigating a path toward self-growth. In other words, the research seeks to deeply understand their experiences by investigating the challenges of pursuing higher education and identifying the success factors in the context of admission. Exploring the challenges and success factors associated with their pursuit of higher education will not only enhance our understanding of their experiences but also significantly contribute to developing appropriate support and preventive measures for adolescents exposed to various crises. To achieve the research objectives, the content of the study is as follows: First, "What is the experience of school discontinuation during adolescence?" Second, "What is the experience of living in a correctional facility due to crime and reoffending?" Third, "What is the experience of young individuals who have experienced school discontinuation and correctional facility life in pursuing higher education?" The research method employed for the purpose of this paper is qualitative research. Among qualitative research methods, a phenomenological approach was chosen, focusing on exploring the process and context of adolescents who have discontinued school and experienced correctional facility life in their journey toward higher education. Data collection involved one-on-one in-depth interviews with six research participants. The analysis of research data utilized Giorgi's phenomenological analysis. To elucidate the essence of the experiences, the researcher maintained an objective stance, practiced active listening, and repeatedly read the verbal data to gain a comprehensive understanding. Meaningful excerpts were selected from the data, translated into scholarly language, and then integrated into a structure by combining common units of meaning. Finally, the underlying essence of the experiences was described. Through this process, 139 meanings, 23 central meanings, 9 emergent themes, and 3 essential themes were derived. The research results of this paper revealed emergent themes for the essential theme of "Should have graduated from school" as follows: 'Deficiencies that arose in the growth process leave lasting wounds,' 'School life characterized by the intersection of positive and negative emotions,' and The justifiability of running away.' For the essential theme of "Crimes and
correctional facilities that harmed my life and others," the emergent themes included 'Crimes and reoffending done with a mindset of accepting whatever comes,' 'Relationships with others,' and 'Appropriateness and inappropriateness of programs in correctional facilities.' Lastly, for the essential theme of "The process of transformation," emergent themes were 'Preceding changes in mindset before actions: This cannot continue as it is,' 'Efforts for growth,' and 'Driving force for self-realization.' These themes were derived from units of meaning. In summary, the impetus for these individuals to pursue higher education was not a singular factor. While the effects of time and the recognition of the hardships of street life played a role, meaningful support from others who stood by them until the end, insights gained through reading books, the words
of people in their relationships, and facility programs all acted as catalysts for change. As a result of these factors, a transformation occurred in their mindset. They began to acknowledge their mistakes and reflect on them, leading to a reduction in feelings of anger and a shift towards considering others. Genuine repentance involved overcoming denial and futile fantasies, leading to self-control and restraint. Setting the goal of attending college, they severed harmful relationships on their own accord. The achievements resulting from their efforts elevated self-esteem, acted as stepping stones to plan a hopeful future, and provided the strength to endure pain with patience. Based on these research findings, the following recommendations are suggested: First, Supporting Social Safety Nets for Family Functionality: Efforts should be made to provide social safety net services at the community level to facilitate the recovery and healing of family functionality. Second, Introduction of Mentorship Programs with a One-to-Many Structure for Crisis Youth: Implementing mentorship programs with a one-to-many structure can be beneficial for supporting crisis youth. Mentors are recruited from professionals affiliated with local collaborative institutions or utilize local human resources. Third, Effective Utilization of the "Encouragement for Academic Continuation" Policy: Ensure the faithful implementation of policies such as the "Encouragement for Academic Continuation," with a focus on the role of
scaffolding based on the proximal development theory during the process. Fourth, Introduction of Youth Basic Income System: Implementing a youth basic income system to guarantee a basic standard of living is essential for their well-being. Fifth, Ensuring the Right to Education through Supplementary Education: Supplementary education should be provided to compensate for the disrupted education, thus ensuring their right to learn. Sixth, in order to expand the self-concept, it is necessary to educate students to make self-fulfilling prophecies. Seventh, it was suggested that smart education using state-of-the-art devices should be conducted.

목차 (Table of Contents)

• Ⅰ. 서 론 ··············································································································1
• 1. 연구의 필요성 ······································································································1
• 2. 연구목적 ·············································································································5
• 3. 연구문제 ·············································································································6
• Ⅱ. 이론적 배경 ·································································································7
• 1. 학교 중단 청소년 ··························································································7
• 2. 교정시설에서 생활한 경험이 있는 청소년 ··················································13
• 3. 수용생활을 경험한 청년의 대학 진학 ··························································27
• 4. 학교중단 교정시설 생활 경험이 있는 청년에게 교육이란 ······················31
• Ⅲ. 연구방법 ·····································································································35
• 1. 현상학적 질적연구방법 ····················································································35
• 2. 연구참여자 선정 ······························································································39
• 3. 연구자료 수집과 분석 ······················································································43
• Ⅳ. 연구결과 ·····································································································50
• 1. 연구참여자의 삶 요약 ······················································································50
• 2. 연구분석 결과 ·································································································66
• 1) 청소년 시기에 학교를 중단한 경험은 어떠한가? ······························68
• 2) 범죄와 재 범죄로 인하여 교정시설 생활의 경험은 어떠한가? ······82
• - ii -
• 3) 학교중단 교정시설생활을 경험한 청년의 대학 진학 경험은
• 어떠한가? ····································································································99
• 3. 결론 ·········································································································122
• Ⅴ. 논의 및 제언 ···························································································129