장애대학생의 진로준비과정에 대한 근거이론 연구

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This study is aimed to explore what process is passed through for disabled college students to prepare their future career and to lead to evidence for developing consultative solutions of intervening in career development plans and group programs. Central experiences and changes during their preparation for future career, process of the changes and factors influencing the process are identified. 10 of disabled college students who attend a local university, providing the opportunity to connect the students via its student counsel center, were asked to be interviewed in writing.
Data collected from the interview are analyzed according to grounded theory approach presented by Strauss and Corbin for an in-depth understanding on participants' experience, resulting in the followings: Defined are 110 concepts coming under 51 subcategories from 24 categories. Processed by structure analysis using paradigm, consequential factors are confirmed as 'unacceptance of disability' and 'disadvantages in school work and career preparation attendant on physical difficulty'; Central phenomena include 'helplessness upon career preparation' and 'grievance for difference'; Contextual factors influencing on phenomena are 'ambivalence for parents', 'limited opportunity of career selections and experiences', 'low self-esteem with negative self-conception' and 'others' gazes and skeptical reactions to difference'; Mediating factors facilitating action/reaction strategies to phenomena are revealed as 'consoling family', 'presence of supporting network', 'emphasis on will of career realization with observing and learning', 'internal motivation of overcoming', 'external motivation of breaking prejudices' and 'awareness of social generosity; The action/reaction strategies are shown 'making one's own effort', 'obtaining aid by communication', 'collecting career information', and 'participating in career experiencing activity'; and the results are coming as 'accepting difference and forming identity as a disabled person', 'establishing professional ethics', 'succeeding in school work and rehabilitation' 'focusing on preparation and having composure' and 'understanding and thanking friends';
The process of career preparation of interviewees includes five phases over time, which are 'mental confusion', 'motive-activated', 'practice', 'broader acception' and 'concentration.'
In selection coding, core category turns out to be 'accepting the identity of a disabled person and proceed toward concentrated career preparation' and relations between the core category and continually emerging categories around the core category are revealed into four types: 'focusing', 'irresolute', 'secluding', 'narcissistic'.
This study is significant for these reasons. First, the career preparation process of Korean disabled college students is analyzed based on the interviews stated by insiders. Second, comparing the career preparation process of disabled college students to that of non-disabled students, this study brings up the career barrier felt by disabled college students for separately constructing career counselling to provide them. Third, with a trend of increasing disabled college student population in local universities, this study can be used as a guidance for local universities to utilize to help their newly entering and/or attending disabled students. Forth, this presents the process of disabled college students' going on to the focused career preparation and the types of the preparation, offering how to consultatively intervene into certain type of preparation. Finally, in this study, the positive aspect are shown that disabled college students make their way to focused career preparation and feel their composure on the way, which proves strong points of them specifically by displaying how they endure and cope with the challenges.
Alternative Title
A Grounded theory study about career preparation process of university student with disabilities.
Alternative Author(s)
Choi Min Jung
일반대학원 상담심리학과
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Table Of Contents
목 차

Ⅰ. 서론
A. 연구의 필요성 및 목적 ····················································· 1
B. 연구문제 ·········································································· 6

Ⅱ. 이론적 배경
A. 장애대학생의 진로준비 ····················································· 7
1. 장애대학생 현황 ···························································· 7
2. 장애대학생의 진로발달 ·················································· 9
a. 사회심리이론 ····························································· 9
b. 진로의사결정 사회학습이론 ········································· 9
c. 사회인지적 진로이론 ··················································· 11
3. 장애대학생에 대한 연구 ················································· 12
B. 근거 이론 ········································································· 13
1. 근거 이론 ······································································ 13

Ⅲ. 연구 방법
A. 연구 대상 ········································································· 16
B. 근거 이론 ········································································· 16
C. 연구 절차 ········································································· 18
1. 연구 참여자 선정 ··························································· 18
2. 연구 참여자 특성 ··························································· 18
3. 자료수집방법 ································································· 20
a. 면담 질문지 작성 ························································ 20
b. 면담 실시 ··································································· 21
4. 자료분석 ······································································· 22
5. 자료분석의 타당성 평가 ················································· 24

Ⅳ. 연구 결과
A. 개방코딩 ·········································································· 26
B. 축코딩 ·············································································· 90
1. 패러다임 모형에 의한 범주의 구조분석 ··························· 90
2. 과정분석 ······································································ 94
C. 선택코딩 ········································································· 96
1. 핵심범주 : 장애 정체감과 집중적인 진로준비로 나아가기 96
2. 이야기 윤곽 ·································································· 97
3. 장애대학생 진로준비 과정의 유형 ··································· 99
a. 가설적 정형화 ···························································· 99
b. 가설적 관계 진술 ······················································· 100
c. 장애대학생의 진로준비과정 유형 ································· 101

Ⅴ. 논의 및 결론
A. 장애대학생의 진로준비과정에 대한 논의 ··························· 105
B. 장애대학생의 진로준비유형에 대한 논의 ···························· 112
C. 의의 및 제한점 ································································ 114

참고문헌 ·················································································· 116
부록 ························································································ 124
조선대학교 대학원
최민정. (2016). 장애대학생의 진로준비과정에 대한 근거이론 연구.
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General Graduate School > 3. Theses(Master)
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