BK21 교육의 사회적 책임 연구단
fnctId=thesis,fnctNo=332
이주배경 청년의 고교 졸업 이후 진로 양상 특성과 교육 지원 방안
- 작성자
- 설다연
- 저자
- 김진희 외
- 발행사항
- 발행일
- 2025. 11.
- 저널명
- 한국교육개발원
- 국문초록
- 다문화사회로의 전환 속에서 한국 사회의 이주배경 청년(만 19?34세)에 대한 관심이 높아지고 있다. 이들은 어린 시절 부모의 결정으로 이주하거나 다문화가정에서 성장하며 초중등교육을 한국에서 이수한 청년들이다. 그러나 국내에서 대학까지 졸업하고도 양질의 일자리로 진입, 성장하는 경로가 좁아 제대로 된 진로개척에 어려움을 겪고 있다. 특히 학교 교육 이후 ‘보호 장치’가 약화된 성인 초기 전환기에 진로 지원 공백이 발생하고 있으며, 대학을 나와도 적절한 일자리에 진입하지 못하거나 이미 일자리에 들어가도 경력 개발과 전직을 위한 상담과 컨설팅을 충분히 받지 못하는 실정이다.
이 연구는 이주배경 청년이 고등학교 졸업 이후 성인기로 이행하는 과정에서 겪는 진로, 진학, 취업의 구조적 제약과 정책적 공백을 비판적으로 분석하고, 이를 해소하기 위한 평생교육 기반의 진로지원 체계 재설계를 목적으로 한다. 현행 다문화 교육정책은 학령기 지원에 집중되어 왔으며, 특히 고교 단계의 진로교육은 학교 현실과 괴리되어 실효성이 낮다는 평가가 지배적이다. 더욱이 국내 출생자 중심의 기존 정책 틀은 중도입국 및 외국인 청소년의 급증이라는 현실을 반영하지 못해, 교육현장에서의 혼란과 정책적 미비를 심화시키고 있다. 최근 체류자격 완화 정책이 도입되었으나, 실제 현장에서는 비자요건 이해 부족, 행정절차의 복잡성, 고용 연계 부재 등으로 인해 진로이행 지원의 효과가 제한적이다.
이러한 문제 상황은 이주배경 청년이 학교에서 노동시장으로 이행하는 과정에서 제도적 사각지대에 놓여 있음을 보여준다. 행정체계 또한 청년기 이행 이후의 지원부처가 부재하여, 이주배경청년은 어느 제도적 카테고리에도 안정적으로 귀속되지 못하는 상태다. 그 결과, 국가 정책은 생애전환기 청년의 요구를 반영하지 못해 장기적 정주와 사회통합 측면에서 구조적 취약성을 노정한다. 이주배경 청년의 진로개발은 단순한 진로 선택이 아니라, 장기적 정주, 노동시장 참여, 사회통합을 결정짓는 핵심 영역이기 때문에 교육정책적 개입이 매우 중요하다. 이같은 문제의식을 바탕으로 이 연구는 학령기를 넘어 성인 초기까지 확장되는 연속적?종합적 진로지원 교육 모델을 탐색하며, 이주배경 청년의 성인기 진로설계를 실질적으로 뒷받침할 수 있는 교육 방안을 체계적으로 도출하였다.
- 영문초록
- 일반텍스트
- 목 차
Ⅰ. 연구의 개요 ················································································································ 1
1. 연구의 필요성 및 목적 ································································································ 3
2. 연구 대상과 범위 ········································································································· 8
3. 연구 내용 ·················································································································· 10
4. 연구 방법 ·················································································································· 11
Ⅱ. 이론과 정책, 그리고 쟁점 ························································································· 19
1. 다문화교육 정책 담론 변화와 연구 동향 ···································································· 21
2. 다문화정책과 교육 현장 쟁점 ····················································································· 31
3. 이주배경 청년의 성인기 이행과 진로 ········································································· 45
4. 이주배경 청년의 노동시장 이행특성과 쟁점 ······························································· 53
Ⅲ. 이주배경 청년의 진로 양상의 특성: 양적 분석 ························································· 59
1. 분석 구조와 방법 ······································································································· 61
2. 분석 1: 이주배경 청년의 진로 유형별 분석 ······························································· 65
3. 분석 2: 고교 졸업 이후 이주배경 청년의 진로 양상과 쟁점 ····································· 70
4. 분석 3: 청소년기 경험이 진로 상태에 미치는 영향 ··················································· 76
5. 소결 및 시사점 ·········································································································· 87
Ⅳ. 이주배경 청년의 진로 이행 사례 특성: 질적 분석 ···················································· 91
1. 심층 면담 조사 과정 및 분석틀 구조화 ····································································· 93
2. 대학재학 청년의 이주배경과 진로 여정 ······································································ 97
3. 직업진입 청년의 이주배경과 진로 여정 ··································································· 124
4. 진로준비 청년의 이주배경과 진로 여정 ··································································· 161
5. 소결 및 시사점 ········································································································ 191
Ⅴ. 이주배경 청년의 진로 의제의 특수성에 대한 종합 논의 ········································· 199
1. 이주배경 청년 진로의 개인적?관계적?사회구조적 차원 분석 ···································· 201
2. 이주배경 청년 집단 내부의 진로 이행의 분화 양상: 동질성과 이질성 ····················· 207
3. 제도적 사각지대와 경계 이동이 빚어내는 진로 양상 ··············································· 218
4. 이주배경 청년 진로 지원에 대한 비판적 진단과 재구조화 ······································· 224
Ⅵ. 이주배경 청년의 진로를 위한 교육 정책 방안과 전략 ············································ 233
1. 중등교육 단계의 이주배경 청소년 진로 전문 교육 지원 ·········································· 236
2. 자립역량과 라이프스킬(life skill) 교육 ····································································· 243
3. 진로개발과 직업 역량 교육 ······················································································ 253
4. 사회관계 및 사회참여 역량 교육 ············································································· 265
5. 이주배경 청년 진로 지원을 위한 인력 기반 강화 ···················································· 276
Ⅶ. 결론 및 정책 제언 ·································································································· 285
1. 이주배경 청년의 진로를 지원하는 생애주기에 맞는 교육 지원 ································ 287
2. 결어: 이주배경 청년을 위한 범 사회적 지원망 확충 ················································ 293
참고문헌 ······················································································································· 298
[부록 1] 최종 면담조사지 ································································································ 311
[부록 2] 이주배경 청년의 공공지원 접근 제한 및 특정 직군 취업 제한 사례 ············ 318