HKIER

Abstract

Given the advent of current national education reforms emphasizing educational equality, the present study identified the factors influencing low socioeconomic status (SES) students’ academic development, thereby revealing areas for support and intervention by school counselors in Korea. In 1997, the revised elementary and secondary education act led to a training system for registered counseling teachers. To date, about 20,000 registered counseling teachers were trained and certified by the Ministry of Education and Human Resources Development in Korea. Although the current educational policy increased the quantity of school counseling services, current school counseling members have little knowledge of how to address and intervene in the academic problems of low-SES students because school counseling training is traditionally focused on career and personal/social issues. This article discussed a theoretical foundation based on the status-attainment model for understanding the low-SES students’ academic development. Grounded on the status-attainment model, three major factors (i.e., student, family, and school) related to academic success and failure of low-SES students were identified. Finally, the authors provided five practical guidelines that school counselors can use to work with this low-SES student population.

摘要

由於韓國當前的全國教育改革強調教育平等，本文指出了影響低收入家庭學生學業發展的種種因素，從而揭示了韓國學校諮商師對學生可作的支持和介入服務。1997年，韓國通過了小學和中學教育法案（修訂），註冊諮商教師培訓系統應運而生。目前，韓國的教育和人力資源發展部已培訓了大約二萬名註冊諮商教師並發給證書。雖然目前的教育方針使得學校諮商服務的數量急劇增加，但是由於傳統的學校諮商培訓仍然以處理職業、個人和社會問題為主，所以目前的學校諮商師對於如何處理低收入家庭學生的學業問題仍然知之甚少。為了理解低收入家庭學生的學業發展，本文以「身分獲得模型」為基礎做了一些理論研究。基於該模型，本文指出了影響學業成敗的三個主要因素，即學生、家庭和學校。最後，作者為學校諮商師提供了可以應用於低收入家庭學生的五項實用指導原則。