학교스포츠클럽 참가자의 인기도 연결망 특성 및 상징자본에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the popularity network structure of school sports club participants and explore the capital factors and their aspects that produce inequality relationship structures. To achieve this goal, the research question was first set up, 'What is the popularity network of school sports club participants?' and second, 'What are the capital factors and aspects that produce inequality relationship structures of school sports clubs?'
50 students as study participants was selected from ‘J’ middle school sports clubs. Data was collected by using online non-face-to-face social network survey tools, and popularity network characteristics and centrality analysis were conducted using Gephi 0.9.2. during August 2020. Data were collected from March 2019 to October 2020 through related document surveys, participatory observations, and research journals. Based on the results of the popularity network analysis, 4 netball players, 4 soccer players, and a teacher were selected as the subject reporters, and in-depth interviews were conducted from September to October 2020. The collected data were analyzed inductively qualitative research methods. This resulted in the following conclusions:
The popularity network of school sports club participants was analyzed to visually identify the unequal relationship structure.
First, The structural characteristics of popularity networks emerged as a single network and a network that followed the law of power, with a few students receiving nominations from a lots of students. An unequal network of relationships was formed as students in the middle of the network gained relatively large amounts of popularity, information and resources.
Second, the centrality of the popularity network was examined for degree centrality, closeness centrality, and betweenness centrality. The student with the highest centrality of degree is the student who enjoys the most popularity and is located in the middle of the network. Most students with high centrality had the same status as captain and vice-captain. On the other hand, betweenness-Centrality is a student who is likely to be a bridge when delivering information, with the highest students in both groups was vice-captains. Students with high centrality in popularity networks have gained social status, such as captain and vice-captain, due to various factors they have.
To understand the capital factors and their aspects that produce inequality relationship structures, Bourdieu's theory of cultural sociology was explored.
First, the school sports club had a hierarchical relationship structure. Popularity network analysis visually identified hierarchical relationship structures, and participants recognized differences in 'popularity' and 'influence' between them. In other words, school sports club participants took a relatively hierarchical position depending on the total amount of capital they had.
Second, participants had pre-acquired capital before entering the ‘field’ of school sports club. The students' pre-acquired social capital was 'from the same elementary school and team' and 'an old acquaintance'. Many of the participants were from the same elementary school’s sports team or from the same private sports class. They were able to easily adapt to the school sports club by having the social capital of an already formed network. The pre-acquisition cultural capital was 'practiced athletic skills' and 'experience and knowledge of sports'. Participants entered the school sports club with the initiative by having a lot of knowledge and high athletic ability while learning and experiencing the sport for a long time from elementary school.
Third, participants acquired additional capital by continuing to exercise in school sports clubs by utilizing pre-acquired capital. Participants obtained 'new interpersonal relations' and 'popularity' with their social capital. It was easy to acquire a new relationship by utilizing its already owned capital, and was recognized by others and acquired symbolic capital such as 'popularity'. They also acquire ‘Trophy and Medal’ and ‘Cordination and Footwork’ as cultural capital. Based on their physical ability, which is the ‘physical capital’ he gained over a long period of time, they gained a lot of experience in participating in the competition. Finally, 'unique greeting method' and 'no deviation tendency' were acquired as a subculture capital. Their own ‘greeting methods’ and ‘no deviant tendencies’ gained by sharing the school sports club's unique subcultural characteristics were functioning as symbolic capital in the field.
The acquisition of such diverse capital, the total amount and proportion of such capital, was granted the legitimacy of the hierarchy based on the misunderstanding of the members. Therefore, participants with a large number of social capital, cultural capital, and subcultural capital gained 'recognition' from their friends and acquired symbolic capital such as 'popularity'.
The results obtained through the analysis of popularity networks and qualitative research applied with Burdieu’s cultural sociology could be integrated as follows:
First, participants acquired social capital of 'new interpersonal relations' and 'popularity' through school sports club activities, cultural capital of 'Trophy and Medal' and 'Cordination and Footwork' and subculture capital of 'Unique Greeting Method' and 'No deviation tendency'. Participants who have only certain capital could not acquire symbolic capital because they were not recognized by members, and could gain much popularity only when the total amount of all the capital mentioned above was large.
Second, one of the participants had a large amount of cultural capital, but failed to get recognition due to lack of social capital, but finally gained popularity by filling the total amount of social capital and subcultural capital for a long time. The other had sufficient social capital, but suffered from a lack of cultural capital. However, by participating in club activities and filling the total amount of cultural capital and subcultural capital, he was recognized by his members and elected as a vice-captain.
Ultimately, school sports club participants gain popularity by acquiring symbolic capital by filling the total amount of capital they consider valuable. That is, the total amount of capital held by a participant makes the ownership of symbolic capital different, and the difference in popularity as symbolic capital produces an unequal relationship structure.

목차 (Table of Contents)

• I. 서 론 1
• 1. 문제 제기 1
• 2. 연구 목적 6
• 3. 연구 문제 7
• 4. 용어의 정의 7
• 가. 학교스포츠클럽 8
• 나. 사회연결망 8
• 다. 인기도 8
• 라. 자본 8
• 5. 연구의 제한점 9
• II. 이론적 배경 10
• 1. 학교스포츠클럽 10
• 가. 학교스포츠클럽의 추진 배경 10
• 나. 학교스포츠클럽의 개념 11
• 2. 사회연결망 분석(Social Network Analysis, SNA) 13
• 가. 사회연결망 개요 14
• 나. 네트워크 이론 15
• 다. 그래프 이론 18
• 라. 중앙성 21
• 3. 부르디외(Pierre Bourdieu, 1930-2002) 문화사회학 25
• 가. 장(場) 26
• 나. 아비투스(habitus) 27
• 다. 자본 29
• 4. 선행연구 고찰 33
• 가. 사회연결망 연구 33
• 나. 문화사회학 연구 34
• 5. 본 연구의 이론적 모형 42
• III. 연구방법 44
• 1. 통합연구방법 및 연구의 절차 44
• 2. 연구 1 47
• 가. 연구대상 47
• 나. 조사도구 48
• 다. 조사도구 및 연구의 타당도 49
• 라. 조사 절차 및 자료분석 50
• 3. 연구 2 51
• 가. 연구대상 51
• 나. 자료수집 53
• 다. 자료분석 54
• 라. 자료의 진실성 55
• 마. 연구의 윤리성 57
• IV. 연구결과 및 논의 58
• 1. 연구 1 결과 58
• 가. 학교스포츠클럽 연결망 특성 58
• 나. 학교스포츠클럽 연결망 중앙성 62
• 다. 학교스포츠클럽 인기도 결정요인 68
• 2. 연구1 논의 69
• 가. 인기도 연결망의 구조적 특성 69
• 나. 인기도 연결망 중앙성 및 인기도 결정요인 71
• 3. 연구 2 결과 및 논의 76
• 가. 학교스포츠클럽의 위계적 관계 구조 78
• 나. 참가자의 선-획득 자본 82
• 다. 참가자의 후-획득 자본 99
• V. 통합 논의 112
• 1. 자본의 총량에 따른 인정으로서의 상징자본 112
• 2. 상징자본 획득으로 인기도 연결망 중앙으로 이동 115
• 가. 축구 참가자 사례 115
• 나. 넷볼 참가자 사례 116
• VI. 요약 및 결론 118
• 1. 요약 118
• 2. 결론 118
• 3. 제언 121
• 참고문헌 123