The Experience of School Dropouts Who Return to Academy: Based on the Grounded Theory Methodology
청소년복지연구
2013, vol.15, no.1, pp.121~153(32 pages)
UCI : http://uci.or.kr/G704-002137.2013.15.1.009
한국청소년복지학회
연구분야 : 사회과학 > 청소년복지연구
홍나미
(수원과학대학교); 신문희
초록
본 연구는 학업을 중단한 뒤에 다양한 학업복귀 과정에 있는 청소년들의 경험을 심층적으로 탐색한 것이다. 이를 위해 학업중단기간이 1년 이상이면서 3개월 이상 학업복귀를 지속하고 있는 청소년 14명을 심층면접한 후, 근거이론 연구방법을 활용하여 분석하였다. 자료분석 결과, 학업중단 청소년의 학업복귀 과정의 중심현상은 ‘학업중단을 딛고 일어서기’로 나타났다. 인과적 조건은 ‘심리적 어려움을 온몸으로 경험’, ‘자퇴생이라는 사회적 낙인’, ‘방황의 시간’이었고, 중심현상에 대한 맥락적 조건은 ‘관심과 지원의 손길’, ‘긍정적 과거 경험을 되돌아 봄’이었다. 중재적 조건은 ‘스스로 의지 세우기’, ‘주변의 인적지원과 정보지원 받음’이었으며, 현상을 조절하기 위한 작용/상호작용 전략은 ‘미래에 대한 현실적 방향잡기’, ‘주변 환경 정리하기’, ‘학업복귀를 구체적으로 준비하기’였다. 중심현상의 결과는 ‘노력으로 인한 긍정적 복귀경험’, ‘안정적 학업복귀의 어려움’으로 나타났다. 선택코딩으로 핵심범주는 ‘학업중단을 딛고 시작의 문을 두드리기’였으며, 관계유형에 따라 지속발전형, 고분분투형, 현상유지형으로 나타났다. 이러한 분석결과를 토대로 학업중단 청소년의 학업복귀 과정에 필요한 개입 서비스를 위한 방안과 연구를 위한 함의를 제언하였다.
This study was to explore the experiences of school dropouts who undergo returning to academic course. Participants were 14 adolescents who experiences from dropout to returning to academy, they were individually face to face in-depth interviewed until data were saturated. The interviews were analysed according to the constant comparative method used in grounded theory. The study derived 78 concepts, 31 subcategories and 13 categories in open coding. In the axial coding, a paradigm model was proposed as follows: The central phenomenon was ‘Overcoming difficulties of the school dropout’. The casual conditions were ‘Experiencing severe psychological difficulties’, ‘Social stigma considered as school dropouts’, and ‘Wandering time’. The contextual conditions were ‘Providing helpful concern and support’, and ‘Looking back on the positive past’. The intervening conditions were ‘Shaping a will by oneself’, and ‘Getting the surrounding support such as human resources and information’. The action/interaction strategies were ‘Making a practical direction about future’, ‘Arranging surroundings’, and ‘Preparing for returning to academy specifically’. The consequences were ‘Positive returning to academy by effort’, and ‘Difficulty regarding stable returning to academy’. A core category was ‘Getting to restart be overcoming school dropouts’ in selective coding. Based on the core category, three types and 4 stages of the process of school dropouts who undergo returning to academic course. The types were ‘Sustaining development type’, ‘Struggling by oneself type’, and ‘Maintaining the present status type’.
Based on the results of this study, this thesis suggests the ways to provide services for helping school dropouts who try to return to academic course.
