A Case Study of Racial Stratification and Intersectionality in a Multicultural School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore racial stratification of biracial students in a multicultural school. The theoretical framework for this study includes sociocultural perspectives about racial hierarchy and the notion of intersectionality of critical race theories. Selecting four participants (two biracial students of White heritage and two biracial students of non-White heritage),
this case study describes and compares themes within and across the cases. All the biracial students experienced difficulties attending public schools and decided to enroll in a multicultural school. Biracial students of White heritage
became student leaders and had positive feedback from teachers in the multicultural school. In contrast, students of non-White heritage were frequently ignored, and their voice and questions were unheard. They were sometimes
excluded or punished by their teachers. In addition, students with White heritage were motivated to be bilingual in English and Korean through their familial support and the national curriculum based on White supremacy while students of non-White heritage were not provided with equal opportunities to learn their heritage languages at home and at school. The findings reveal racial stratification and intersection of race and other disadvantaging social factors.
Biracial multicultural students experience discriminations according to their racial heritages even in the multicultural school. The educational reform is called for racially and linguistically minoritized students.

국문 초록 (Abstract)

본 연구의 목적은 한국인 부모와 외국인 부모 사이에서 태어난 다문화 가정의 혼혈아동이 다문화 학교에서 어떻게 다른 학습경험을 하며 어떻게 인종적으로 계층화되어 있는지를 탐구하는 것이다. 이를 위해 인종적 위계, 비판적 인종이론 및 교차성
(intersectionality) 이론을 포함하는 사회문화적 접근법을 이론적 배경으로 삼았다.
백인 미국계 혼혈아동, 백인 영국계 혼혈아동, 아랍계 혼혈아동 및 베트남계 혼혈아동을 주요 참여자로 정하여, 백인계 혼혈아동을 한 사례집단으로 묶고, 아랍계와 베트남계를 또 다른 사례집단으로 묶어 다중 사례연구로 진행하였다. 이 논문은 사례
내 분석과 사례 간 비교 분석을 통해 도출된 테마를 서술하였다. 4명의 대상자는 모두 일반 공립학교에 재학하거나 등록하는 데 어려움을 겪은 뒤, 다문화 학교에 등록하게 되었다. 비록 공립학교에서는 차별을 경험하였다고 하더라도, 백인계 혼혈아동
은 다문화 학교에서 학생대표가 될 뿐만 아니라 교사로부터 긍정적 피드백을 다양하게 받고 있었다. 이와는 대조적으로, 비 백인계 혼혈아동의 질문이나 의견은 종종 무시당하거나 긍정적 피드백을 받지 못하였다. 때로는 벌을 받거나 학습장애로 인하여
수업에서 배제되기도 했다. 또한, 백인계 혼혈아동은 가정 내 언어입력 및 학교 교육과정의 도움으로 영어-한국어 이중언어 구사자가 되도록 동기 유발되었으나, 비 백인계 혼혈아동은 가정과 학교 모두에서 계승어를 발달시킬 기회를 충분히 얻지 못한 것으로 나타났다. 이런 결과는 인종적 요인과 다른 사회적 요인들이 교차되어 학교에서 인종적 불평등이 어떻게 실현되는지 보여준다. 혼혈아동은 공립학교뿐 아니라 다문화학교에서도 인종적 특성에 따라 다른 경험을 하고 있어 인종적으로 소외된 학생들을 위한 교육개혁이 요구된다

목차 (Table of Contents)

• Ⅰ. Introduction
• Ⅱ. Literature Review
• Ⅲ. Methodology
• Ⅳ. Findings
• Ⅴ. Conclusion and Implication

참고문헌 (Reference)

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