가족배경, 문화자본, 성적

국문 초록 (Abstract)

일반적으로 상층계급 자녀의 성적은 하층계급보다 더 높다. 이 이유를 설명하는 한 가지 접근 방식은 문화자본 개념을 도입하는 것이다. 상층계급은 하층계급보다 더 많은 문화자본을 보유하기 때문에 더 높은 성적을 얻는다는 설명이 바로 그것이다. 이 글은 문화자본이 과연 가족의 사회경제적 지위와 자녀 성적의 연관성을 매개하는지를 살펴본다. 이 글은 경제협력개발기구(OECD)의 국제학생평가(PISA) 한국 자료를 분석하여, 다음 사실을 발견하였다. 첫째, 문화적 소유물, 가정의 교육자원, 문화적 소통 등으로 조작화한 부모의 문화자본은 자녀의 성적에 정의 영향을 미치지만, 고급의 심미적 문화의 소비로 조작화한 자녀의 문화자본은 부의 영향을 미친다. 둘째, 어떤 방식으로 조작화하든, 문화자본이 부모의 사회경제적 지위와 자녀 성적의 연관성을 매개하는 정도는 낮다. 이런 발견의 의미는 다음과 같다. 첫째, 문화재생산 모형이 예측하는 바와 달리, 한국에서 고급의 심미적 문화의 소비는 하층계급을 배제하는 문화자본으로 기능하지 않는다. 둘째, 한국에서 가족의 문화적 소유물, 가정의 교육자원, 부모와 자녀의 문화적 의사소통, 가족의 학습조력 등을 문화자본으로 간주하기 힘들다.

다국어 초록 (Multilingual Abstract)

In general, children of better endowed parents tend to get the higher academic achievement. An approach to explain this phenomenon is to introduce the concept of ‘cultural capital’. This paper tries to show whether cultural capital really play a mediating role between parental socioeconomic status and the children's academic achievement in Korea. Analyzing the Programme for International Student Assessment (PISA) data which was collected by OECD in 2000, this paper found the followings: first, while the cultural capital of parents, which was measured by their cultural possessions, educational resources and cultural communications between family members, was positively related to the children's academic achievement, children's cultural capital, which was measured by the consumption of or the participation in the highbrow aesthetic activities, was negatively associated with children's academic achievement. Second, it is hard to assert that cultural capital mediate the association between parental socioeconomic status and children's academic achievement. These findings imply the followings: first, the consumption of highbrow aesthetic culture cannot be counted as a kind of cultural capital in Korea. Second, unlike the predictions of cultural reproduction model, cultural possessions, cultural communication, and family's educational resources are not utilized as a means of exclusion in the field of education in Korea, either.

목차 (Table of Contents)

• Ⅰ. 머리말
• Ⅱ. 문화자본과 교육성과
• Ⅲ. 연구문제와 가설
• Ⅳ. 자료와 변수, 방법
• Ⅴ. 분석
• Ⅵ. 논의와 결론
• 참고문헌
• English Abstracts

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