탈북대학생의 대학생활 및 남한사회적응에 대한 질적 연구

초록

The study examined the phenomenon of academic adjustment in undergraduates from North Korea, who are continuously growing in South Korean society from a cultural adaptation perspective. In particular, it explored the major variables affecting academic experiences, strategies for coping and adaptation. Next, the academic adjustment process of undergraduates from North Korea was analyzed according to the passage of time. Lastly, the analysis was conducted on the type-setting of social adjustment in South Korea, based on academic adjustment experience of undergraduates from North Korea. In study, semi-structured interviews were conducted to 26 participants and their responses were analyzed on the basis of the Grounded theory developed by Strauss & Corbin(1990). The results indicated that the core feelings participants experienced in the course of academic adjustment in South Korea could be grouped into 5 categories: Emotional unbalance, Culture shock, Alienation, Difficulties and Sense of freedom. And their action response strategies were divided into acceptance versus avoidance of self-other, active versus passive response from academic life, and accept versus refusal acculturation to South Korea. Further, analysis of processes undergraduates from North Korea went through in their academic adjustment to South Korea revealed that there were four phases in adjustment: Confusion, Withering, Self understanding, and Acceptance of self identity in South Korea. Moreover, participants were divided into four type of acculturation in South Korea according to the dimensions of social adaptation skills acquisition and pursuit of inner-maturation: Confusion, Assimilation, Isolated inner-maturation, Socially connected inner-maturation. Finally, the findings were discussed in relation to relevant theories and research, and their implications for cultural adjustment and limitations of the present study were suggested.

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