‘다문화학생’ 대상 대학입학 특별전형에서 나타나는 선별적 통합

Abstract

This paper focuses on examining the realities of integration and exclusion within the university education system, with a particular emphasis on the opportunity equalization measures targeting multicultural students. By reviewing the eligibility criteria for special admissions targeting multicultural students for the university entrance, the analysis explores the institutional situations in the higher education selection system for multicultural students based on their respective immigration backgrounds and identifies which multicultural students are included in the integration process. To accomplish this, the paper analyzes the admission guidelines of 29 major domestic universities, focusing on the special admissions for foreign students and admissions targeting multicultural students from multicultural households within the opportunity equalization measures. In the primary and secondary education stages, there has been active integration of “multicultural children” into school education through “multicultural education” policies, regardless of distinct differentiation based on students' immigration backgrounds. However, in the university entrance stage, the opportunities for admission and special admissions are differentiated based on immigration backgrounds, nationalities, and legal statuses related to immigration policies (immigration control system). Consequently, the target of inclusion in the multicultural education is not consistent, and the fragmented nature of integration measures at different education stages leads to a phenomenon where the guarantee of higher education opportunities for children from foreign households and adolescents with mid-term immigration is not realized.