• 지역사회간호학회지
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• 제14권4호
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• pp.717-725
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• 2003

Purpose: In an attempt to measure the changes in gender-egalitarianism after sexuality education based on the gender-egalitarianism in middle school students, this study was carried out. Methods: The subjects were 137 students (67 boys and 70 girls) in 4 classes that were randomized from among 8 classes of first graders in a coeducational middle school, in Seoul. By the school nurse with the assistance of an advisory committee on sex education by the MOE, sexuality education was implemented based on gender-egalitarianism. The content was presented over 18 hours during 16 weeks, from September, 2001 to December, 2001. For the pre and post check on gender-egalitarianism, a Gender Egalitarianism Scale modified by the researcher was used. Results: After the sexuality education based on the gender-egalitarianism, there was a significant elevation in gender-egalitarianism(t=4.378, p=0.000). There were no significant differences in the mean changes in gender-egalitarianism according to religion, economy level, educational level of parents, and openness of parents. And little experiences in adult video, no experience in masturbation, and being without the opposite sex were related to significant elevations in gender-egalitarianism. The case of the having the positive sexual attitudes showed a significant elevation in gender-egalitarianism as compared with the case of having negative sexual attitudes. Conclusions: Based on these results, sexuality education based on gender-egalitarianism for youth was effective in elevating gender-egalitarianism scores. Because the case of the wide experiences with sexual behaviors showed a tendency to make low gender-egalitarianism, the education program would be effective to implement early in the school as childhood is a period in which children have a non-established sex-role.

• 아동학회지
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• 제15권1호
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• pp.127-144
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• 1994

The purpose of this study was to identify intrapsychic processes of self socialization in sex role development during late childhood and adolescence. For this purpose I investigated the sex-role stereotypes, sex-role ideology, sex-role identity, and self-esteem of 6th, 8th, and 10th graders and examined the causal relationships among these sex-role variables. Data were gathered through questionnaires administered twice with an interval of three months. The methods of analysis were one-way ANOVA, $x^2$, and multiple regression. The results showed, (1) Adolescents' sex-role stereotypes had significant relationships with sex typing. Subjects with low scores on sex-role stereotypes were more likely to show opposite sex typing. (2) Sex-role ideologies had significant relationships with sex typing. As Subjects agreed more with egalitarianism, they were more likely to exhibit opposite sex typing. (3) Adolescents' sex typing had significant relationships with their self-esteem. The androgynous group exhibited the highest scores on self-esteem. (4) Path analysis from the multiple regression analysis indicated different processes between sexes in sex-role development. In the boys' sex-role development, it was found that only masculinity contributed to self -esteem. Girls' masculinity also contributed most to self -esteem, but other sex -role variables such as femininity and sex-role stereotypes made some contributions to girls' self-esteem.

• 한국심리학회지 : 문화 및 사회문제
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• 제15권3호
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• pp.377-398
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• 2009

본 연구는 남성들의 성구매 경험에 따른 의식차이를 비교 조사하여, 성매매에 대한 의식전환을 위한 운동과 추후연구를 계획하기 위한 탐색적 조사연구로 실시되었다. 경기지역 19세 이상 남성 1328명을 대상으로 성매매에 대한 의식과 태도, 성행위에 대한 허용도, 성 역할 평등의식에 대해 설문 조사를 실시하였다. 성구매 경험에 따라 구분된 집단은 성구매 경험 집단이 향후 성구매 의향이 더 많고 부부나 애인관계의 성적만족도가 낮으며, 성지식 습득 경로가 다른 것으로 나타났다. 집단별 비교 연구결과 성구매 경험자들이 성구매 무경험자들 보다 성매매에 대해 남성중심의 왜곡된 고정관념을 가지고, 성행동에 대해 허용적 태도를 가지며, 성역할에 대한 전통적 사고를 하는 것으로 나타났다. 성구매경험과 성매매에 대한 고정관념, 성행위 허용도, 성역할 평등의식 하위요인들과의 상관관계 분석결과 성매매 여성에 대한 피해자 인정을 제외한 모든 요인들과 정적인 상관관계를 나타내었다. 이는 성구매 경험이 성매매, 성행동과 성역할에 대한 전통적이거나 남성중심적 사고와 관련이 있음을 보이는 것이다. 연구결과를 여성주의적 관점에서 논의하고, 추후 연구를 위한 제언과 함께 연구의의와 제한점을 정리하였다.

• Child Health Nursing Research
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• 제6권3호
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• pp.329-343
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• 2000

This study was conducted to measure the degree of Korean Gender Egalitarianism among the students from six different high schools(132 girls, 127 boys) in Sunchon si, Chunnam province from Dec. 7th to Dec. 15th in 1999. The survey on gender egalitarianism was done in relation to the public understanding of the subject matter, parents' hug times, and parent's communication skills. Korean gender egalitari- anism scale was standardized by Korea Woman Developmental Institutes in 1999. The data was analyzed by SAS program. Results were as follows: 1) Generally, girls are more conscious of gender egalitariannism than boys(t=-13.79, p<.001). Above all, the younger the students are, the more they feel equal(F=8.01, p<.01). In sibling cases, two sisters have the highest level of gender egalitarianism while two brothers have the lowest level of gender egalitarianism(F=9.20, p<.001). Students who come from religious families are more inclined to demonstrate gender equality(t= 2.42, p<.05). However, there is no difference in relation to the parents' ages or academic background or harmony within the family. 2) There is no difference that girls and boys generally communicate with their parents. In ages, 17 years old students communicate more than 18, 19 with parents(father F=3.97 p<.05ㆍmother F=5.31, p<.01). That is, the younger students can communicate with their mothers more often than the older ones. In sibling cases, two sisters have more openly communication to parents while two brothers have(F=2.84, p<.05). Students communicate with their parents regardless of parents' academic background. But those from the family in harmony have more open chance to communicate than those who are not in hamony(father F=21.66, p<.001ㆍmother F=13.37, p<.001). They can comm -unicate with their parents better when their fathers hug them than when they didn't get hugs(father t=-4.76, p<.001ㆍ mother t= -2.34, p<.05). They can also communicate with their patents better when their mothers hug them once or more than when they didn't get hugs(father t=-3.78, p<.001ㆍmother t=-5.64, p<.001). 3) There is no difference whether the father hugs or not, but the mother's hug is very important because students whose mothers hug them once or more have significantly more gender egalitarianism than those students whose mothers didn't do(t=-3.98, p<.001). Based upon these results, it is recommended that we reconsider the role of gender in the socialization of high school students and also include gender egalitarianism in sex education. In this context, further study should be done for the improvement of students' communication within the framework of egalitarianism based upon parents' hugs(semi-language). Continued study is especially important in regards to the mother's hug and its enhancement of the students' gender egalitarianism.