• Journal of the Korean Society of Clothing and Textiles
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• v.17 no.1
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• pp.11-18
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• 1993

The purposes of this study were to identify the most explainable socioeconomic variables influencing clothing selection criteria, and to explore the difference in the clothing seletion criteria among the groups with status inconsistencies. A questionnaire was developed to collect data for clothing selection criteria, and socioeconomic status. Socioeconomic status was measured by education and occupation of husband and wife, and family income. Status inconsistency was defined by the inconsistencies among education, income and occupation. Data were obtained from 369 housewives living in Seoul area. The results of this study were as follows: 1) The education of housewives was the most important variable influencing clothing selection criteria. 2) When the subjects were divided into three groups according to their status inconsistency group, there were partially significant differneces among groups in clothing selection criteria. The "overprivileged" status group attached more importance to the fashionability and psychological dependence than the other status group. The "underprivileged" status group attached more importance to the practicality and ecnomy than the other status group. And when the subject were divided into three groups according to their social mobility, there were sgnificant differences among groups in clothing selection criteria.

• Journal of the Korean Society of Clothing and Textiles
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• v.37 no.3
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• pp.292-305
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• 2013

This study reported present state of clothing technical designers' work duties and working conditions, so as to suggest effective ways to develop professional training methods for them. Technical designers working for vendors and agents were surveyed as they represent the majority of technical designers in Korean clothing industries. Survey participants were 62 technical designers working for 6 clothing vendors and 2 clothing agents, and the survey closely inspected their work qualifications, duties and responsibilities, working conditions and training conditions. Survey was conducted from June $27^{th}$ to July $17^{th}$, 2012. The questionnaire examined frequency analysis and multiple response analysis using SPSS 19.0 Windows after investigating documents and work fields through personal experiences and interviews from technical designers for data collection and analysis. A chi-square test analyzed the preferred type of fitting for technical designers of vendors and agents. The results showed that 32.3% of those surveyed have more than 7 years of work experience and the highest level of education is predominantly a bachelor's degree (57 people, 91.9%). Among the work responsibilities, respondents did sample measuring more than four times a day. Also, the results showed that technical designers needed to qualify: first 'Fitting Technic', second 'Pattern Correction Capability', and third 'English Skills to Communicate with Buyers'; subsequently, education on several technics (such as measuring, grading, and fitting) were required for the job. Current technical designers answered that they need more various work-related education. However, the analyzed results showed that pre work-related training was insufficient. The data shows that technical designers require re-education in 'Pattern Correction Method' (61.3%) and 'Sewing Education' (64.5%).

• Journal of the Korean Society of Clothing and Textiles
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• v.46 no.4
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• pp.687-703
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• 2022

This study aims to derive suggestions to help develop Hanbok education in the future by examining its current status in domestic educational institutions in light of rising social demand for Hanbok in the era of fashion Hanbok. We assessed the Hanbok curriculum in educational institutions nationwide, including universities and specialized institutes, and conducted in-depth interviews to understand the operational status of Hanbok-specialized education. We found that the demand for education on production functions is decreasing, while the demand for in-depth education on the history of Korean costume and education integrating Hanbok with design and marketing is increasing. We also found that, in the case of universities, which play an important role in Hanbok research and education, professional research and training are shrinking in graduate schools, whereas Hanbok subjects are being maintained and new subjects are being taught in undergraduate courses. In the fashion Hanbok era, it has been suggested that Hanbok education needs to converge with design and marketing education, beyond teaching only Hanbok. In addition, the necessity of expanding liberal arts education within universities to meet social demand was proposed, and online education was expected to help spread knowledge.

• Journal of Fashion Business
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• v.25 no.4
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• pp.92-108
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• 2021

The purpose of this study was to develop a free semester program using sustainable materials therefore improving the clothing & textiles section of the middle school textbook and the systematic and in-depth sustainable fashion education based on theme selection activity, as one of free semester system activities in the middle school. Our analysis on the programs, which was performed from 2018 to 2019, showed that the clothing & textiles programs were majorly focused making simple household items through basic needlework and knitting. The programs that related to the sustainable fashion education were environmental programs associated with other textbooks, or mainly included simple upcycling and were mainly operated as arts & physical education or club activities, rather than theme selection programs. According to results from a questionnaire survey on teachers incharge of the system, they had an intention of starting sustainable fashion education program or clothing & textiles section but failed due to low number of participants, practice cost, and time burden. Based on our analysis, this study proposed a 17-session based free semester program that includes the understanding of the sustainable fashions concept, classification of sustainable materials and systematic and stepwise practice in association with the middle school textbook clothing & textile section. The teaching materials developed in this study are expected to be incorporated in the program that helps students understand the right concept of sustainable fashions and respond to the pending environmental issue actively and systematically.

• Fashion Information and Technology
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• v.10
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• pp.79-86
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• 2013

• Journal of the Korean Society of Clothing and Textiles
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• v.40 no.1
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• pp.188-201
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• 2016

A Clothing Department is a major fields of specialized vocational high schools. Specialized high schools with clothing related departments are located in Seoul (4 schools), Busan (2), Incheon (3), Daejeon (1), Ulsan (1), Kangwondo (1), Kyungkido (1), Kyungsangbukdo (1) and Chungcheongbukdo (1). In these 15 specialized high schools, 92 classes of clothing departments are run by 72 clothing teachers with 2,459 students enrolled. The range of object of this study is 15 clothing related departments of specialized high schools and their titles are department of Fashion Design, Clothing Design, Clothing Art, Multi Fashion Design, Fashion Textile Design, and Global Design. They were investigated by literature from previous research and education statistics from the Korean Educational Development Institute (KEDI). Websites such as 'School Information', 'portal site of Specialized High School', 'Ministry of Education-Education Statistics and Information' were also searched. The homepages of specialized high schools with clothing department were also investigated respectively. In this study, current scale, employment rate of graduates, major courses, scale of teachers of clothing major of clothing department of specialized high school were analyzed. In 2015, employment rate and college enrollment rate of vocational high schools were 46.6% and 36.6% respectively, whereas employment rate and college enrollment rate of clothing departments four specialized High Schools were 39.9% and 45.8% respectively. The number of major courses of clothing departments are 12-15, and the main subjects of the curriculum were Fashion Design, Construction of Western Clothing, Construction of Korean Clothing, Textile Materials and Mangement and Computer Graphics. Major courses consist of 90-108 weekly lesson-hours for 6 semesters. Thanks to government projects to encourage specialized high schools, the educational environment has improved in areas of practice room equipment, industry connections, field training, internship, and scholarship funds. However, despite government projects to encourage education at specialized high schools, there is a need for a more flexible education system to enhance student creativity at specialized high schools.

• Journal of the Korean Society of Clothing and Textiles
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• v.8 no.2
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• pp.1-9
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• 1984

The purpose of this study was to investigate the relationship between personality traits ana clothing interest in girls' high school students The results were as follows : 1. In the personality traits of higher groups, the subjects scored highest in Sociability followed by Ascendancy and Self-Confidence in a descending order. In the clothing interest, the subjects scored highest in clothing interest of shopping followed by clothing interest of design & fashion, clothing interest of construction, clothing interest of management and clothing interest of psychological aspect in a descending order. 2. There was partially significant relationship between personality traits and clothing into rest. 3. There were highly significant relationships among clothing interest subscales. Specially, there was the highest significant relationship between clothing interest of design & fashion and clothing interest of shopping. 4. There was partially significant relationship between clothing interest and background of home.

• Journal of the Korean Society of Clothing and Textiles
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• v.16 no.2
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• pp.227-235
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• 1992

The purpose of this study was to identify the variables influential on Normative Clothing Conformity, Identificational Clothing Conformity, Clothing Anticonformity, and Clothing Independence. Four clothing-related variables (importance of clothing, confidence of clothing, recognition of clothing norm, and perceived risk of clothing), two personality variables (confer-mistic character and self-esteem) and six demographic variable (sex, age, years of education, job, income, and length of career) were included in the analysis. The responses of 714 fulltime employeed subjects from four different cities were analyzed. Business wear was used as the situational stimulus. As the results, career people conformed more identificationally when they felt clothing was important, had conformistic character, had low self-esteem, and felt psychological risk of clothing. They conformed more normatively when they felt social risk of clothing, recognized the clothing norms of the fim, had confoirnistic character, and recognized the clothing norms of the society. They anticonformed more when they felt clothing was important, were female, did not have conformistic character, had confidence of clothing, and felt less performance risk of clothing. And they acted more independently in clothing behavior when they had confidence of clothing, did not have conformistic character, felt peformance risk of clothing, and felt less social risk of clothing.

• Fashion Information and Technology
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• v.8
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• pp.78-84
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• 2011

• Journal of the Korea Fashion and Costume Design Association
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• v.12 no.4
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• pp.159-171
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• 2010

The purposes of this study is to find middle school student's application of Clothing & Textiles Section in Technology-Home Economics. The samples are 298 middles school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's ${\alpha}$ coefficient, one way ANOVA, t-test were calculated. The results of this study are summarized follows; 1) Middle school student's application of Clothing & Textiles Section is relatively low. Middle school student's need of Clothing & Textiles Section and recognition of Technology-Home Economic are relatively high. But Middle school student's preference of Technology-Home Economic is relatively low. 2) Variables that affect middle school student's recognition of Technology-Home Economic are number of sibling and sibling ranking. 3) Variables that affect middle school student's need of Clothing & Textiles Section are recognition and preference of Technology-Home Economic. 4) Variables that affect middle school student's application of Clothing & Textiles Section are recognition and preference of Technology-Home Economic and need of Clothing & Textiles Section.