초등학생들의 그림자교육/사교육(shadow education)에서 나타나는 학습 불평등

Abstract

The purpose of this study is to examine the inequality in elementary school students’ shadow education experiences based on their parents’ socioeconomic status (SES). Accordingly, we investigated the differences in types of shadow education participation based on parental SES in South Korean elementary school students, as well as the direct and indirect impacts of differential shadow education experiences on students’ school life and academic performance. The results of the study revealed the following disparities in shadow education. Firstly, students from lower SES backgrounds participated in after-school programme and subscribed learning programmes, but did not gain significant assistance in enhancing their learning and comprehension at school. Secondly, students from middle SES backgrounds participated in mono-subject hakwon and multi-subject hakwon, acquiring prerequisite knowledge in subjects through preparatory learning, which contributes to their academic performance at school and prepares them for future grade-level transitions. Thirdly, students from higher SES backgrounds engaged in multi-subject hakwon and private tutoring. They are participating in advanced learning for a much longer period of 2-4 years compared to the previous two classes. Through this, they are consisently ranking 1-2 in the class. Lastly, students from the highest SES backgrounds participated in youngjae hakwon and private tutoring. They internalized various inquiry skills and learning abilities necessary for school study, regardless of their grade level. Based on the characteristics of different types of shadow education and the learning disparities revealed in this study, we can contribute to various policy, curriculum, and instructional solutions and suggestions at the school education.