성평등 실천 국민실태조사 및 장애요인 연구(Ⅳ)

A Survey of the Status of Putting Gender Equality into Practice by the General Public and I ts Obstacles (Ⅳ): focusing on academic, interpersonal, and extracurricular activities in elementary, middle and high schools

1. 연구목적 및 필요성 우리 사회의 성별 불균형이 여러 가지 정책적인 관심의 대상이 되고 있고 성별영향평가제도나 성인지예산제도가 도입ㆍ시행되고 있는 이 시점에도 일상적인 행위나 활동 속에 녹아있는 성불평등에 대해서는 별다른 문제의식 없이 살아가고 있다. 우리사회 여러 영역에 걸쳐 상존하는 성별간 불평등 요소를 조금씩 해소해 나가기위해서는 거시적 수준의 제도적ㆍ정책적 개선노력과 함께 개인의 일상활동이라는 미시적 수준에서 문제점들을 드러내고 이를 가시화시켜내는 노력이 병행될 필요가 있다. 이 연구는 이와 같은 문제의식에서 2009년 가정생활영역, 2010년 직장생활영역, 2011년 대학생활영역 실태연구에 이어 초중등학교영역에 대한 연구로, 성별요인이 관여되는 양상과 성별 불균형을 유지ㆍ고착화 시키는 요인, 이를 극복하게 만드는 요인을 규명하기 위한 4개년 실태조사연구의 마지막 연구이다. 특히 이번 초중등학생대상의 연구는 성역할 태도 혹은 성역할 분화가 진행 중이거나 미분화 단계에서 분화단계로 이행되는 과정에서 나타나는 성평등의식과 실천양상을 볼 수 있다는 점, 그리고 이 시기에 성평등 실천 촉진요인과 저해요인을 파악할 수 있다면 보다 효과적인 성평등정책 개입시기를 알 수 있게 해준다는 점에 의의를 찾을 수 있다.

The objective of this study is to examine various activities in elementary, middle and high schools that promote or impede gender equality. This study is the 4th-year project of a series of studies that looked into gender equality at work and at home. This study has looked at how gender roles are divided in academic, extracurricular, and interpersonal activities in elementary, middle and high schools, as well as in class and school, and for jobs and household activities in the future, by school-related variables (school levels, whether it is a co-ed school, the extent to which a culture of gender equality has spread in the school, teacher's teaching styles etc.), and individual-related variables (home environment, gender role egalitarianism, gender identity, ambivalent sexism, etc.). To this end, this study has surveyed 7792 elementary and middle school students (3998 males and 3794 females), 1800 parents (870 males and 930 females) and 1200 teachers (424 males and 776 females) and carried out FGIs (focus group interview) with students, parents, and teachers. The results indicate that the degree of gender egalitarianism, gender separation in academic and extracurricular activities, and sexual division of roles vary widely depending on school-related variables and individual characteristic-related variables. First, analysis of the degree of gender egalitarianism indicates that the higher the school level, the more established the v alue s ystem of the s tudent i s w ith regard to g ender relationships. Among male students, high school students have shown a lower degree of gender egalitarianism than middle school students. When it comes to the degree of gender egalitarianism among elementary and middle school students, students of schools or families with a higher degree of gender equality have shown a higher degree of gender egalitarianism. Analysis of the degree of gender egalitarianism among teachers indicates that older teachers or those with a longer career have a lower degree of gender egalitarianism. Meanwhile, when it comes to parents, mothers have shown a higher degree of gender egalitarianism than fathers; in particular, the degree of gender egalitarianism of fathers is relatively highly influenced by the gender composition of their children. Fathers with only one daughter have shown the highest degree of gender egalitarianism, which is even higher than the degree of gender egalitarianism among mothers. However, while the degree of gender egalitarianism of parents with a son and a daughter is significantly higher than that of parents with only sons, it is a lot lower than that of parents with only one daughter or more than one daughter. Second, in the results of this status survey, while the hostile sexism among elementary, middle, and high school students differ widely between males and females, there is little difference between males and females in terms of benevolent sexism. This result suggests that benevolent sexism is not generally regarded as sexual discrimination because it is aimed at protecting females and is positive on the surface. Third, analysis of the level of participation of elementary, middle, and high school students in academic, extracurricular, and interpersonal activities indicates that while male students show a higher tendency to participate in physical and outdoor activities, female students prefer communicative or indoor activities. Fourth, in the task of dividing roles for future jobs of elementary, middle and high school students, "long distance business trip" and "essential operation" have been mostly assigned to males, while roles for customer counseling" or "preparation of food, beverages and snacks" have been mostly assigned to females. When it comes to the intention of participating in household activities, the gender difference is smaller than the gender difference in the survey of division of household activities among adults; but it has been found that gender role diff