• Journal of Contemporary Eastern Asia
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• v.18 no.1
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• pp.94-123
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• 2019

Over the past few decades, gender equality has been considered one of the fundamental principles and a significant crosscutting issue in international development. However, beyond applying 'gender equality' as a policy buzzword, there has been a lack of critical reviews on how generally 'gender equality in education' is understood and constructed in Korea's development programs and projects. In this regard, this paper explores the use of vocabularies and semantic meanings of gender equality in the Korean Government's Academic Cooperation Program and its 52 projects. By applying mixed contents analysis as a method, the research resulted in several findings: first, the policy papers recently highlighted Korea's directions on gender mainstreaming and gender-sensitive approaches in international development. Second, 'integrating women and girls' into education institutions was emphasized in various projects; third, the term women rather than gender were used in the texts, highlighting their position as a 'marginalized group.' Lastly, there was a lack of evidence of projects dealing with changing gender-based power relations. The constructed gendered relations and powers were identified throughout projects, usually acting as barriers to project activities. However, they were only identified, not challenged, by the program. In conclusion, whilst Korean international development and educational development discourse actively embrace Women in Development (WID) and Gender and Development (GAD) in their programs, it is time to consider the issue of gender equality from different standpoints, such as identity, rights, and capabilities and a more active engagement with Korea's domestic issues in gender discourse and practices is also needed.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.1
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• pp.1-11
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• 2008

The purposes of this study are to analyze sex education content in high school textbooks and to suggest new guidelines for high school sex education content from a gender equality standpoint. The study analyzes sex-related content from high school textbooks based on the 7th curriculum, including subject areas such as Technical/Home Economics, Sciences, Physical Education, Social Studies and Moral Studies. The analysis relies on the framework of Sexuality Information and Education Council of the United States that covers 4 levels and 6 categories as well as the framework of Choi (2005) that includes 36 themes in 6 different categories. The results of this study are as follows: First, high school sex-related textbooks are focused mainly on human development and human relations. Secondly, there is a lot of level 3 sex education content within the analyzed textbooks. Third, there are gender inequality issues in the coverage of such topics as pregnancy, contraception and sexual violence. Fourth, there are also gender inequality problems caused by content level. This study recommends that gender inequality issues be included in high school sex education guidelines in the future in order to provide improved and appropriate content for high school level sex education.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.733-745
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• 2013

This article aims to look into the education policy of the civilian government, the practical government, the participatory government and the government of the people after the military government, and then to investigate characteristics and problems to neo-liberalism, which was an common education innovation policy of past government. This study tries to suggest a far-sighted national policy of education the present government should orient. Futhermore, the article presents 'humanistic philosophy of education' as a new paradigm of a future education. This means balanced humanistic education policy, not disintegrated education in which excellence and equality take different paths.

• Journal of Home Health Care Nursing
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• v.21 no.1
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• pp.60-68
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• 2014

Purpose: The purpose of this study was to analyze the differences between gender identity, gender equality, and self-esteem among nursing college students. Methods: The subjects were nursing college students who were selected from 4 different nursing colleges. We measured gender identity, gender equality, and self-esteem using verified measurement tools. Data were analyzed using descriptive and comparative statistical methods. Results: Gender equality among nursing college students showed a significant difference between male students and female students. Male students had higher gender equality scores than female students on all 4 types of gender equality. Conclusion: Male nursing college students that there are differences in gender equality, especially in the areas of education and employment. Based on these results, we suggest that future work should focus on developing a curriculum to increase awareness of gender equality among under graduate students, and thereby build an organizational culture of mutual respect for gender equality among clinical nurses.

• Journal of Families and Better Life
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• v.20 no.1
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• pp.87-101
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• 2002

This paper serves to analyze the points of views un women in enlightenment discourse of the equality of sexes during the enlightenment period of Korea (1860 1910). The discourses of newspapers that are the text of this study have been analyzed with qualitative research technique. The major conclusions that are derived from the study are as follows. First, enlightenment discourse of the equality of sexes criticized women’s inferior status in family and in society. Second, the discourse, however, claimed the women's rights with the view of national interests, which meant that the ultimate goal of the discourse was not the enhancement of women's rights. Women during the enlightenment period were recognized as a member of a nation while they should also role as a member of If. The discourse also claimed that the equality of sexes could be realized through education and emphasized especially women's role as a mother who should raise a member of a nation. Third, enlightenment discourse would not understand the women's every day lives that resulted in demanding women more roles in the name of civilization.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.211-236
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• 2014

The purpose of this study is to investigate teacher's knowledge of concept of equality and derive implications about proper teaching methods. To solve these study problems, three elementary school teachers are chosen for this study, and a pencil-and paper tests for comprehension of the equality concept targeting 72 students for elementary school that the teachers are in charge of the students was carried out. Also, The semi-structured interview(using a questionnaire) was conducted for analyzing of the teachers' knowledge of the equality concept. The findings are as follows. First, during the lesson, the teachers' reading of equal sign has a decisive effect on the students' the way of reading. Second, teachers tend to interpret the concept of equality as a systematic analysis rather than a relational analysis, and use a equal sign focusing on meaning of 'same result'. So, Students also can't interpret the concept of equality as a relational analysis. Third, under the influence of teacher's feedback or reaction, making the mistake of the using equal sign of students reoccurred continually. Fourth, teachers misjudged some of examples of the nonstandard context equation for teaching elementary school students. Furthermore, during the lesson, they usually used a limited equality context. So, students can't have a chance to learn equality in a plenty of context. Thus, the knowledge of teachers and their lesson has decisive influence on the comprehension of students about the equality concept. So, Teacher has to focus on the meaning of the equality as a relational analysis and teach them in a plenty of context. With this, lots of study and in-service training are needed to enhance knowledge of teachers. And more of lesson programs and materials have to provided on the instruction manual for teaching the meaning of the equality.

• Journal of dental hygiene science
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• v.21 no.2
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• pp.111-118
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• 2021

Background: This study was conducted to identify the level of gender sensitivity and gender equality consciousness among dental hygiene students and to confirm the necessity of gender equality programs in the curriculum. Methods: A self-report questionnaire was conducted with some dental hygiene students using the Gender Sensitivity tool and Korean Gender Egalitarianism Scale for Adolescents (KGES-A). Results: First, the gender equality consciousness of the students who took women's studies was high in the areas of educational life and socio-cultural life, and that of the subjects of grandparent families and Catholic was found to be high in the domestic life area. Second, the gender sensitivity of the subjects who took women's studies was found to be high in all sub-areas. In addition, the gender sensitivity of females was higher in the areas of sexual identity, non-violence, and self-reflection than that of males. That of 4-year college students was higher in the areas of sexual identity, openness to gender roles, and non-violence than that of 3-year college students. In addition, the gender sensitivity of Catholic students was high in the areas of sexual identity and openness to gender roles. Third, gender equality consciousness was found to have an effect depending on whether subjects took women's studies, family type, family type, and religion, and gender sensitivity was found to have an effect depending on whether subjects took women's studies or gender. Conclusion: Since dental hygienist is a profession that targets humans, education that can instill equal awareness and values of humans is important. To inspire gender sensitivity and gender equality consciousness in a prospective professional, it is necessary to conduct programs and education related to gender intelligence within dental hygiene curriculum.

• The Mathematical Education
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• v.28 no.1
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• pp.29-33
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• 1989

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.15-30
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• 2010

The purposes of this study were intended to examine by variables influencing gender equality consciousness in middle school students and provide basic materials useful for their education of gender equality consciousness by finding out variables influencing equality consciousness. The subjects were the 1,201 students who studied at middle schools in Jeonllabuk-do. Using structured questionnaire surveyed. Data were analyzed with Frequency, Percentage, Mean, Std, Cronbach's ${\alpha}$, t-test, and Multiple Regression using SPSS/PC WIN 14.0 program. The major findings were as follows: 1. The mean value of gender equality consciousness in middle school students was 3.89 in the whole, 3.88 in home life, 3.92 in school life, 4.04 in the workplace, and 3.70 in social and cultural life, suggesting high value in all areas. While the workplace and the school life showed higher gender equality consciousness than the whole, the home life and social and cultural life showed lower consciousness. 2. The whole gender equality consciousness were influenced by sex, mother's gender equality consciousness, homeroom teacher's gender equality consciousness, an enough schooling, desirable school types, perception of abolition of family-head system, and social gender equality consciousness. And the Middle school students' whole gender equality consciousness were explained about 32% by these variables.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.699-712
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• 2003

The purpose of this study was to explore the gender relation of children's self esteem and gender equality consciousness of their father by children's perceptions. The data for this study were collected from 805 middle school girls in Jeonbuk province. Respondents answered by self-reported questionnaires. The major findings were as follows : 1) The gender equality consciousness were influenced by all the factors like the educational background and occupation of parent, the type of marriage, living level and grade of children except the type of family. 2) Children's self-esteem level was found to be above average. Parent-child related variables affected on children's self-esteem but children's self-esteem in school was not affected by the parent's education level. 3) The self-esteem and the gender equality consciousness showed a strong correlation, but on the other hand, the whole self-esteem and the self-esteem in school were mainly affected by the gender equality consciousness of fathers.