• International Journal of Human Ecology
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• v.11 no.1
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• pp.97-107
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• 2010

Gender equity education is ineffective in a public school system even though gender equity education is a current issue in South Korean education. One of the problems is attributed to teacher education because no better gender equity education can be accomplished without teacher preparation. Therefore, the effectiveness of teachers is a very important keyword in teacher education. This study examines learning experience, gender equity value, teacher preparation for gender equity education of pre-service teachers in Gonju, South Korea, the factors that influence teacher preparation for gender equity education, and the instruction of gender equity. A survey was delivered to pre-service teachers in 2008, and the data of 350 pre-service teachers were analyzed. MANOVA and Multiple Regressions were used for analyzing the data. The results will contribute to the development of effective teacher education for gender equity education and information on a partnership between the family and the public school system that is centered on gender equity education.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.77-91
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• 2000

This study was conducted with three objectives. First of all we tired to find a momentum to boost the value of home economics education as a fixture of the curriculum by analyzing the relation between gender equity education and Home Economics Education. On the other hand it suggests the need of gender equity education in Home Economics Education the related measures and some applicable course of study. And For the purpose of exemplification this study was developed gender equity instruction in Home Economics Education. The results are as follows: First the recent gender equity education in our education system can be interpreted as giving equal education opportunity and equal education objective. Therefore this kind of theory results in the education of Home Economics for both the male and female students. This results can be valued as boosting the availability of Home Economics Education and providing a stepping stone for Home Economics Education Development. Second the ultimate objective of Gender Equity Education is to cultivate a person to be equipped with Gender Equity concept and to implement the concept. Therefore Home Economics Education (Ministry of Education 1995) which has the ultimate objective of improving the quality of the individual and family life can be the most important curriculum for understanding the abstract concept of Gender Equity and providing various practical contents. Third the Gender Equity Education in Home Economics can be realized through the following measures:(1) The efforts to positively restructure the education contents after analysing and evaluating the education contents in terms of the Gender Equity concept. For the purpose of exemplification, this study was developed ‘Gender Equity Instruction in Home Economics Education. (2) The development and application of an interesting course of study for both the male an female students (3) Providing the proper teachers for the male students who want to choose Home Economics.

• Journal of Korean Home Economics Education Association
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• v.13 no.2
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• pp.47-57
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• 2001

The purpose of this study is to analyze the differences of gender equity awareness and the degrees of gender equity teaching practices between the home economics teachers and technology teachers in the middle school. For the final analysis of the study. the data collected from 277 teachers (127 home economics and 150 technology teachers) of the middle schools in Kyong-gi Province were used. The framework for the awareness of gender equity has been modified from the study made in 1999 by Korean Institute for the Development of Women. A set of questions on gender equity teaching practice developed by Chung Hae-suk in 1998 has been modified for the study. Mean. standard deviation. percentage. t-test. Pearson correlation. and regression analysis were used to analyze the data utilizing the SAS Program. The findings of the study are as follows : 1) Both the home economics and the technology teachers show relatively above average in the awareness of gender equity. In comparing the two groups. the home economics teachers were higher in the awareness score than that of the technology teachers. 2) The impact of individual personality on the awareness appeares most significant in relations to gender of subject and teaching subject : moreover. the gender of teacher appears to explain the awareness of the gender equity more than the subject they teach. 3) Both the home economics and the technology teacher show relatively balanced teaching practices as far as gender equity is concerned. Between the two groups of teachers. home economics teachers score is higher in practicing gender equity in their teaching activities than the technology teachers. 4) The awareness of gender equity proves to be the most influential variable in their gender equity teaching practices.

• Human Ecology Research
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• v.56 no.1
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• pp.1-14
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• 2018

Technology and Home Economics are associated with gender-related roles. In this respect, students' attitude toward these subjects may be influenced by gender equity awareness with attitudes that may perpetuate gender-biased images of subjects. This study examined the influence of gender equity awareness of middle school students on attitudes toward Technology and Home Economics. Data were collected through a survey to 442 students from eight purposively sampled middle schools in Seoul. Three gender equity awareness groups were identified through a cluster analysis: Equity in house work group (n=163), Traditional gender role group (n=102), and Equity in all areas group (n=152). The analyses of variances enabled an examination of the effects of gender and gender equity awareness. Differences were found among gender and gender equity awareness groups on attitudes toward Home Economics, but not toward Technology. Girls showed higher preference, higher perceived usefulness than boys, but with a lower importance for career preparation for Home Economics. Traditional gender role group scored the lowest on usefulness and importance for everyday life, yet highest on importance for career preparation. Equity in all areas group perceived lowest importance of Home Economics for career preparation. The results show that Home Economics is more strongly gender-typed than Technology, and that effort is needed to change the gender-biased image of the subject.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.1-13
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• 2005

This study was a quasi-experimental study conducted in ${\ulcorner}$Design of Home Life${\lrcorner}$ unit of high school Home Economics. The purposes of this study was to analyze the effects of gender equity instruction on gender equity consciousness of high school students, and to raise gender equity consciousness of students. The summarized results of this study were as follows; 1. After experiment. gender equality consciousness of experimental group was higher than that of comparison group in all four areas, that is, home life, school life, vocational life and socio-cultural life. So there was statistically significant differences in gender equity consciousness between two groups. 2. The gender equity consciousness of the experimental group was higher In post-test than pre-test, so there was statistically significant differences between pre-test and post-test. On the other hand, there was no statistically significant difference between pre-test and post-test in the comparison group. 3. After experiment, the change-rate of the gender equality consciousness In the experimental group was higher than that of in the comparison group, so there was statistically significant differences between two groups in the change-rate. As results of this study, in the ${\ulcorner}$Design of Home Life${\lrcorner}$ unit of high school Home Economics, it was proved that the gender equity class was effective on raising the gender equality consciousness of high school students in all four areas of home life, school life, vocational life and socio-cultural life.

• East Asian Journal of Business Economics (EAJBE)
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• v.11 no.2
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• pp.71-80
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• 2023

Purpose - The pandemic has magnified and deepened existing socioeconomic disparities, including healthcare, education, income, gender, and housing. This study aims to examine the intersectionality of these disparities and their implications for promoting equity and justice. Research design, data, and methodology - This study is a comprehensive review of the literature on the impact of the COVID-19 pandemic on socioeconomic disparities. The review includes empirical studies, policy reports, and academic articles on healthcare, education, income, gender, and housing disparities. Result - The pandemic has exposed significant disparities in healthcare, education, income, gender, and housing. Healthcare disparities have been highlighted, and there is a need for more equitable access to care and addressing social determinants of health. Educational and income disparities are closely linked, perpetuating cycles of poverty and inequality. Gender disparities have been exacerbated, with women experiencing disproportionate impacts on their health, well-being, and economic security. The pandemic has highlighted the need for safe, stable, and affordable housing. Conclusion - The pandemic has brought to light numerous socioeconomic disparities that require systemic change to address. Promoting equity and justice requires a comprehensive, long-term approach that addresses systemic factors and promotes social and economic equity. By taking action to address these issues, we can create a more just and equitable society that promotes the health and well-being of all its members.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.38-51
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• 2010

This article is a theoretical and empirical study of engineering and gender, and also explores the policy development of WIE program. WIE in Korea aims to foster talented women engineers through the introduction of gender-sensitive engineering education system, field-adaptive skill improvements of women students, and industry-university collaborations. This study examines gender perspectives to analyze our WIE program. It is important to recognize that it's not enough to acquire institutional and structural equity in developing women in engineering. Above all, we should note our situations that has frustrated women's career development in engineering. In university education, we need to improve the engineering faculty's recognition of gender equity. Efforts to establish the professional identity of women engineers, involvement of men and women students, and building of women engineers' network are necessary elements to implement successful WIE program. Additionally, we discuss that policy support to WIE program should be continued and enlarged in university level.

• The Mathematical Education
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• v.47 no.3
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• pp.273-290
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• 2008

This article provides how to implement the use of Realistic Mathematics Education (RME) in a teaching a function at a school to improve the equity based on the gender in students' mathematization for their mathematical thinking using technology. This study was planed to get research results using the mixed methodology with qualitative and quantitative methodologies. 120 middle school students participated in the study to bring us data about their mathematical achievement. Through the data analysis used by ANCOVA for the qualitative method, the students with the experiment of the mathematization based on technology excelled the other groups of students who were not provided with technology or both of them. Through the data analysis used by the constant comparative method for the qualitative data, the technology environment had helped the female students manipulate learning trends easily, strong construction on horizontal mathematization, depending on discussion with peers, and more reflexive thinking using a calculator. This means that teachers can put careful assignment on each category of mathematization regarding the gender. The study results in a lot of resources for teachers to use into their teaching mathematics for improving students' equity in interactive technology environment.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.55-75
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• 2005

As part of development research of a gender-neutral mathematics program, this paper provides a discussion of the fearures of the developed mathematics program. Based on the theory of feminist pedagogy and critical theories about women' ways of knowing, this mathematics program for girls pursues the mathematical empowerment of girls. Specifically, this mathematics program facilitates girls' awareness of their mathematical potentials, encourage them to position women at a center of mathematics in order for th equity in mathematics education. For the purpose, this program emphasizes constructive learning through girls' active participation. Thus, the instructions will value girls' own cognitive resources such as their experiential knowledge and ways of mathematical justification and provide an environment to support the growth of girls' own mathematical potential. This developmental research will be furthered to the systematic program evaluation to extend this program to support the equity for the marginalized poppulations as well as girls in mathematics education.