성평등 실천 국민실태조사 및 장애요인 연구 (Ⅲ)

Public survey on the practices of gender equality and the barrier factors: Focusing on academic, interpersonal and extracurricular activities in campus life

1. 연구의 필요성 및 목적 본 연구에서는 대학생활의 수업, 동아리 및 학과 활동, 음주 및 교우 관계 등에서 이루어지는 남녀 대학생의 활동참여 현황을 살펴봄으로써 남녀 대학생의 활동의 성별분리 및 성역할 분배를 알아보고, 이를 좀 더 세부적으로 알아보기 위하여 조별 과제활동 상황, 동아리 활동 상황, 직장생활 상황, 가정생활 상황을 가정하여 업무를 분배하게 함으로써 성평등 실천 실태 정도를 파악하여 성평등실천 정도를 측정할 수 있는 예측 모델을 개발하고자 하였다. 아울러 대학생 및 대학원생의 대학 생활 활동 참여나 역할배분 등의 성평등 실천에 개입될 수 있는 관련 변수들을 검토함으로써 이들 요인의 촉진 및 저해 요소를 파악할 목적으로 성평등의식, 대학문화, 성장 시의 성평등 양육환경 등이 의식과 실천에 어떠한 영향을 미치는지 살펴보았다. 또한 성평등의식과 실천이 '일'과 '관계'라는 인간 삶의 두 가지 중심적인 측면과 분리될 수 없기 때문에 대학생활에서의 대인관계, 특히 '이성과의 결혼관' 그리고 '진로 및 취업', '미래 직장생활' 및 '가정생활 영역'에서의 관련 요인의 성별차이와 성평등/성차별의 실태를 알아보았다. 또한 최근 대학생활에서 중요한 이슈로 등장하고 있는 성희롱 및 데이트폭력의 발생 현황도 파악해 보고자 하였다.

The purpose of the study is to examine the barriers and promotional elements that affect gender equality in universities and graduate schools. The study was conducted as the third year project of a series of research projects on gender equality which had formerly dealt with the domains of housework and workplace. In the study, a survey was conducted on how gender separation in various activities in a university campus, including undergraduate and graduate school classes, laboratories and interpersonal relationships among students, and practices of gender equality in role division processes in classes, student clubs, the future workplace and future household labor, differ according to universitylevel variables (year, major, undergraduate/graduate school, coed/single-sex college, percentage of female students, percentage of female professors, degree of gender equality in campus culture, etc.) and personal-level variables (family upbringing, gender role attitudes, gender identity, ambivalent sexism, etc.). A questionnaire survey was conducted on 5,021 undergraduate students (2,248 male and 2,778 female students) and 534 graduate school students (254 male and 280 female students) while focus group interviewing (FGI) was conducted on groups of professors, undergraduate and graduate school students. The results showed numerous variations based on university-level and personal-level variables. First, when male and female students were compared in classes, club activities and participation in department events female students appeared to have more active participation only in activities stereotypically considered as being in the female domain, such as preparation of food, beverages or refreshments in department events, and in most other activities, male students participated more actively than female students. Second, while the difference in participation of male and female students was quite considerable in classes, interpersonal relationships and participation in academic and extracurricular activities, the difference of male and female participation in less important and accessorial activities was low, consistently showing gender separation. This gender separation also appeared similarly in activities carried out in graduate schools. However, in a campus culture with a high degree of gender equality and in academic areas with a high percentage of female students, gender separation of participation appeared to decrease. Third, in scenario tasks where subjects were made to assign roles in classes, student clubs, departmental activities and the future workplace, stereotypical gender role division appeared consistently, with dominant and central roles being assigned to men and less important and accessorial roles being assigned to women. In contrast, in tasks that examined the willingness to participate in household chores in the future, female students were more willing to participate in most daily, repetitive household chores, whereas male students appeared to be more willing to participate in non-daily, accessorial household activities. Stereotypical separation of gender roles in universities, workplace and household activities appeared to decrease according to gender equality in campus culture and upbringing as well as the gender egalitarianism of each individual, but the influence was not significant enough to restructure the dual structure of gender role separation. Likewise, the assignment of roles based on stereotypical separation of gender roles prevails firmly not only in class and extracurricular activities, but also future workplace and household activities, indicating that it affects the quality of life for women in various patterns. The results of the study suggest that numerous policy measures need to be applied to reorganize the gender structure in our society and campus life in a more equal way and to facilitate improvement. In this aspect, the study discussed possible measures including 'development of a