• Korean Journal of Legislative Studies
• /
• v.27 no.1
• /
• pp.5-40
• /
• 2021

This study attempts to analyze gender gaps in voter turnout for three different types of elections held since 2017 at the aggregate level using the Central Election Management Commission's turnout data, paying attention to the importance of women's voting. The findings are as follows. First, modern gender gaps in voter turnout at the aggregate level are confirmed in most regions regardless of election types. Second, the gender gap in turnout varies with age. The gender difference is verified in the "widowhood effect," where turnout decreases in the oldest-old. In the new voter group, modern gender gaps appear in most regions. The reversed gender difference in turnout in the late 20s, which reflects the Korean society's characteristics, is confirmed in all elections. Third, it is unclear whether the reverse gender gap in turnout becomes more pronounced in urbanized districts. As urbanization progressed, modern gender differences in voter turnout across age groups are observed at the population-based size level. Paradoxically, the modern gender gap tends to be weak and turns into the traditional gender gap in younger age groups (in the late thirties) in Gangnam-gu and Seocho-gu, the most modernized districts in Seoul. These results show that the modern gender gap in turnout is now a common phenomenon and continues to be strengthened by newly recruited voters in Korea. Thus we should pay more attention to female voters' political behavior and a new approach beyond the developmental theory to understand the causal mechanism to generate the modern gender gap in voter turnout.

• Journal of The Korean Association For Science Education
• /
• v.31 no.8
• /
• pp.1110-1120
• /
• 2011

The purpose of this study was to investigate teachers' perceptions of gender differences in students' mathematics and science learning ability. The sample included 289 elementary and secondary school gifted teachers. The teachers filled out the survey, asking their perceptions of gender differences in mathematics and science learning ability, as well as of the reasons of the differences. The results were as follows: 1) 65% of the teachers responded that gender differences existed in students' mathematics and science learning ability, 2) 63% of the teachers perceived that the differences began around higher elementary or middle school ages, 3) 57% of the teachers thought that gender differences existed in the high-achieving student group. Teachers perceived the reasons of differences were 1) differences in inborn ability, 2) the different expectation, and 3) the different ways of parental cares. Since teachers' perceptions of students' ability would impact teachers' attitudes on students, implications and suggestions were included in this article to provide teachers insights that promote students' better learning.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.1
• /
• pp.65-84
• /
• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.

• Journal of Educational Research in Mathematics
• /
• v.21 no.4
• /
• pp.313-326
• /
• 2011

The purpose of this study is to analyze changes in gender differences of Korean students in PISA mathematics assessment and investigate possible factors influencing the decrease of gender gap in mathematics performances. According to the results of PISA mathematics assessment, Korea showed significant large gender differences in mathematics achievement in both 2000 and 2003. The gender gap in favor of boys, however, has decreased since 2006. An interesting point from these results is that Korean girls' significant improvement led to the decrease in gender difference in 2006 and 2009 assessment. Based on a review of literature on gender differences in mathematics, possible explanations for the girls' improvement in mathematics achievements are identified as follows: the Korean government policy to encourage and support girls' study in mathematics and science and supportive environments could influence positively girls' attitudes toward mathematics and their mathematics learning; the changes in the mathematics curriculum and textbooks which emphasize similar characteristics to PISA mathematics assessment could affect the girls' improvement by reducing their unfamiliarity with PISA mathematics assessment items.

• School Mathematics
• /
• v.18 no.2
• /
• pp.231-256
• /
• 2016

In this paper I will look into achievement standards which show gender difference. This work is based on the average of percentage of correct answer about items taken in National Assessment of Educational Achievement (2010~2014) at each male and female student of middle school. Achievement standard becomes the basic unit when teachers make study plans as the smallest unit that composes the curriculum. Study plans are expressed concretely according to lesson time numbers, and then lesson time numbers are determined by achievement standards. Therefore, objective informations about gender difference appearing in achievement standards will play an important role in embodiment of programs to obliterate gender difference when teachers make study plans. Also This research is expected to play a role as an indicator in studying on gender difference in mathematics education.

• Journal of Educational Research in Mathematics
• /
• v.19 no.2
• /
• pp.273-288
• /
• 2009

This study analyzed gender differences in variability with the results of National Assessment of Educational Achievement on Mathematics from 2003 to 2006, which subjects are 3rd, 9th and 10th grades. The purpose of the analysis was to explain gender differences in mean of mathematical ability scores from a different angle. The results and conclusions obtained in this study are as follows: First, regardless of grades and mean differences, male assessment scores were consistently more variable than female assessment scores. Second, for same male and female students, scores in later grades were almost consistently more variable than those in earlier grades. Third, for all grades, the ratios of males in an advanced and below-basic levels were generally higher than those of females in the same achievement levels.

• Journal of Sericultural and Entomological Science
• /
• v.27 no.1
• /
• pp.31-36
• /
• 1985

Using sexual differences between female and male as the indication of the degree of the physiological distrubance in the sex-limited larval marking strains or sex-limited egg colour strains, it was investigated whether the physiological distrubance caused y the translocated autosome fragment on the W-sex determination chromosome, have an effect on expression of the three quantitative characters; cocoon weight, cocoon shell weight, and cocoon shell percentage in the female silkworm. The mean values of the ratios of female to male the above two experimental groups were 127%, 107%, 85%, in cocoon shell weight, and cocoon shell percentage, respectively. On the other hand, those from the three normal stains, namely the basic stock strains, white egg strains, and hybrids were 129% for cocoon weight, 110% for cocoon shell weight, and 85% for cocoon shell percentage, respectively. From the results, it comes to the conclusion that the translocated autosome fragment on the W-chromosome has no influences on the expression of the quantitative characters of the female silkworm because sexual differences of the sex-limited strains were very similar to those of the three normal strains.

• The Mathematical Education
• /
• v.53 no.4
• /
• pp.463-478
• /
• 2014

우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

• The Mathematical Education
• /
• v.59 no.3
• /
• pp.217-235
• /
• 2020

This study examined Korean fourth-grade students' performance by gender on the Trends in International Mathematics and Science Study(TIMSS) 2011 and 2015 mathematics assessment. We first identified items which had significantly higher mean scores by gender to decide which gender did better on a certain domain(domain-level analysis). Then, we examined the content of items(item-level analysis) to understand which items lead to gender differences in mathematics achievement. Our findings showed that about 80% of the items on both assessments did not show statistically significant differences between males and females. However, there were meaningful gender differences in the other 20% items. On both assessments, females had more items with significantly higher mean scores than males on the Shapes domain, and males had more those items on the Numbers and Measurement domains and all cognitive domains(Knowing, Applying, and Reasoning). In particular, females outperformed males on items related to identifying two- and three-dimensional shapes and drawing lines and angles and identifying them. Conversely, males had higher performance than females on items related to the pre-algebraic thinking, fractions and decimals, estimation of number differences, unit of length, and measuring time, height, and volume. The effect sizes for each item ranged from .12 to .33 and the mean effect size of all items across both assessments was .20, which indicated significant gender differences but small.

• Journal of Korean Philosophical Society
• /
• v.129
• /
• pp.53-82
• /
• 2014

This paper analyzes the concept of Lacanian subject and the structural definition of sexual difference between man and woman, and criticizes some problems of those definitions. It seems to me, to do so, that it is important to know precisely the core terms of psychoanalysis quoted by Lacan. We should analyze the basic meanings and the relation of the Imaginary, Symbolic and the Real, of ideal ego and ego ideal, of phallus and signifier, of desire and the other, of consciousness and unconsciousness, of alienation and separation, etc. I'm going to discuss the relation between the Imaginary and the ideal ego in chapter 2, and then, deal with the relation between the Symbolic and the ego ideal in chapter 3. I'll explain both similarity and difference between the ideal ego and ego ideal through those discussions. In chapter 4, I'm planning to explain the relation among the other, desire and the subject of unconsciousness. In chapter 5, I'll analyze the meaning of phallus and signifier. I'll criticize the Lacanian structural definition of sexual difference on the basis of the work made in former chapters. These discussions will lead to my final conclusion that the concept of Lacanian subject and the structural definition of sexual difference are only dependent on reductionism regarding everything as symbolic, which has in itself a lot of contradiction. In order that All discussions about sexual difference have at least a objective meaning, they have to rely on anatomical differences between man and woman.