이주배경에 따른 청소년의 학교 소속감 격차: 다문화정책에 대한 함의

초록

This study examines whether a racial/ethnic disparity exists with respect to the sense of school belonging between immigrant-background children and their non-immigrant peers. A range of analyses has been conducted using the data from the Korea Multicultural Education Survey 2017. Extensive data for 1,609 elementary and lower secondary students in Seoul and Gyeonggi were analyzed. The results showed that students whose mothers are foreign-born tend to have a lower sense of belonging at school than others. Regarding the explanation for this negative effect of the foreign-born mother, the school-student “cultural mismatch” hypothesis was not supported by the data. Instead, the parent-child “acculturation gap” hypothesis was strongly supported. These findings suggest that the popular approach to intervening with immigrant-background students based on linguistic/cultural deficit models needs careful re-examining. Intervention programs would work better if accompanied by adequate programs for parents.

키워드