낮은 사회경제적 배경을 가진 학생들의 학업성취도에 대한 학교효과
School context effect on achievement of students with low socioeconomic background
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이 연구는 ‘한국교육종단연구2005’의 중학교 3학년 자료를 사용하여, 학교내 상위권 학생 집중도와 경제적 빈곤학생 비율이 학생들의 학업성취도에 미치는 효과를 분석하였다. 학교요인, 특히 학교 구성 변인들이 학생들의 교육결과에 영향을 미치는 방식이 개인의 사회경제적 배경에 따라 달라질 수 있다는 이론적 관점을 바탕으로, 수준간 상호작용효과(cross-level interaction effect)를 탐색하였다. 연구의 결과는 상위권 학생들의 비율이 높은 학교에서 사회경제적으로 취약한 계층의 아이들의 비율이 낮음을 보여주었다. 평균적인 성취수준이 높은 학교에 다니는 것이 학생들의 학업성취에 유리한 것으로 조사되었다. 그러나 낮은 사회경제적 배경을 가진 아이들은 “공부 잘하는 학교”에서 불이익을 경험하고 있었다. 특히 영어와 수학과목에서 그들은 평균적인 학업성적이 높거나 빈곤비율이 낮은 학교에서 상대적으로 더욱 낮은 성취도를 보이는 것으로 나타났다. 낮은 배경을 가진 아이들에게 학교는 규범적인 환경을 통해 긍정적인 역할을 하기보다 상대적 박탈감을 제공함으로써 계층간 학습격차를 증가시키는 부정적인 역할을 하고 있음을 확인하였다.
Abstract
Using the third wave from the Korean Education Longitudinal Study (KELS:2005) data, this study examined the effects of school contextual factors, such as the percentage of high achieving students and of extremely poor families, on academic achievement. Based on previous findings that the relationship between an individual’s family background and achievement differs according to the type of school attended, this study explored the interaction effect between the two school contextual factors and a student’s socioeconomic background. Results showed that students with low SES gained lower test scores, especially in English and math, than their counterparts in an “elite” school (i.e., a school with a high proportion of talented students), suggesting that the competitive atmosphere and normative environment of a school do not reduce the achievement gap among socioeconomic classes. For the low SES students, the negative school context effect of the school may be related to the relative deprivation they experience.
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