earticle

영어

The purpose of this study is to learn about the liberal science class for exploring human nature based on evolutionary science that is appropriate for the formation of integrated gender perspective by integrating natural and social sciences, and for the formation of affirmative gender identity and gender equality values for the college students. For this reason, the acceptance levels regarding the evolutionary scientific world view and gender stereotypes of students according to their gender, age, course, religion, and gender identity were investigated before and after attending the class. The degree of acceptance of the evolutionary scientific world view by the male students was greater than that of the female students. Furthermore, it did not differ significantly based on age, and it had the highest tendency in the masculine stereotype. It was also greater in the natural/health sciences students than that of the humanities/social sciences students. However, the degree of acceptance of the evolutionary scientific world view increased significantly in all the students without gender, age, major, or gender identity distinction after attending the class. In addition, the Christians were more resistant to accepting the evolutionary scientific world view than the Atheists. The gender stereotype of male students have exhibited a higher tendency than that of the female students in the home areas, capacity and role factors, factors associated with male-centered work areas, as well as the role and capacity factors, and antifeminism factor of the social and cultural areas. Meanwhile, the gender stereotypes of female students have a higher tendency than that of the male students in the equality policy factor and atypical factors of the work areas, as well as the equality and cultural policy oriented factors. After attending the class, the gender stereotypes of the entire female students and humanities/social sciences female students have increased significantly in the factors associated with the power relations system in work areas, and that both sexes have increased significantly in the role and capacity factors of the work areas. There are no differences between gender role stereotypes based on age in the work areas and the social and cultural areas. However, the gender role stereotype of the younger female students exhibited a higher tendency with regard to power relations institutional factors, and the younger male students exhibited a higher tendency with regard to the capacity factors and patriarchal factors of the home areas. In both gender, the role stereotypes of humanities/social sciences students exhibited a higher tendency in the power relations institutional factors, while the natural/health sciences students exhibited a higher tendency in the patriarchal factors of the home areas. The natural/health sciences male students and humanities/social sciences female students exhibited a higher tendency in the antifeminism factor. After attending the class, the humanities/social sciences female students in the power relations and institutional factors increased significantly, while the natural/health sciences male students decreased significantly in the patriarchal factors and antifeminism factors. In addition, the natural/health sciences female students increased significantly in the equality policy factor of the work areas. The gender role stereotypes of the Christians were higher than that of the Atheists with regard to the role and capacity factors of all areas and the media commercialization gender factor. Moreover, the gender role stereotypes of the Christian male students were higher than that of the Atheist male students in the patriarchal factors, while the gender role stereotypes of the Christian female students were higher than that of the Atheist female students in the antifeminism factors. The gender role stereotypes of the Atheists have a higher tendency than that of the Christians in the atypical job factors, equality culture, and policy oriented factors in both gender, while the Atheist male students have a higher tendency than that of the Christian male students in the equality policy factors. After attending the class, the gender role stereotypes of the Atheist female students were reduced in the patriarchal factors and antifeminism factors. The gender role stereotypes of the androgynous type male students and feminine type female students exhibited a higher tendency in the capacity and role factors of all areas, while the masculine type and androgynous type female students exhibited a higher tendency in the power relations and institutional factors of the home areas. In the patriarchal factors, the undifferentiated types of both gender are the highest. The gender role stereotypes of the feminine type male students exhibited a slightly lower tendency in the equality policy factors of the work areas. Meanwhile, the gender role stereotypes of the androgynous type male students exhibited a higher tendency in the male-centered factors. Moreover, the undifferentiated type male students exhibited a higher tendency than that of the feminine type male students, while the undifferentiated type and feminine type female students exhibited a higher tendency in the antifeminism factors. After attending the class, the gender role stereotypes of masculine type female students and feminine type male students increased in the home areas, while the masculine type male students and androgynous type female students increased remarkably in the work areas. In the social and cultural areas, the male students increased in all types, while the female students increased in the masculine type, and decreased in the undifferentiated type. The androgynous type of female students increased significantly, while the feminine type male students decreased significantly in the power relations and institutional factors. The androgynous type male students increased significantly, while the undifferentiated type male students decreased significantly. The androgynous type and feminine type female students increased significantly in the patriarchal factors. In the work areas, the gender role stereotypes of female students decreased significantly in the equality policy factors. According to the results of this study, the gender role stereotypes of college students showed differences based on age, major, religion, gender identity at home, work, and cultural areas. The liberal science class, which focused on forming an integrated gender perspective by integrating the natural and social sciences through the exploration of human nature based on evolutionary science, is suitable as gender equality educational resources for the formation of the most favorable gender identity and gender equality values for the college students.

한국어

본 연구는 진화과학에 근거하여 인간본성에 대해 탐구하는 교양과학수업이 사회과학과 자연과학을 통합하여 성 연관사회현상에 대해 통합된 관점을 형성하여 긍정적 성정체감과 양성 평등적 가치관 형성에 적합한지 알아보고자 하였다. 이를 목적으로 수업을 설계, 시행한 후 진화 과학적 세계관의 수용정도와 성역할 고정관념을 가정, 직업, 사회문화 영역으로 나누어 성 별, 나이별, 전공별, 종교별, 성 정체감별로 나누어 수업 전/후 변화를 조사하였다. 1. 진화 과학적 세계관을 수용하는 정도는 남학생이 여학생보다 높고 남녀모두 나이별 유의한 차이가 없고 자연/보건 학생이 인문/사회 학생보다 유의하게 높고 남성 형에서 가장 높은 경향이었다. 수업 후 성, 나이, 전공, 성정체감 구분 없이 모두 유의하게 증가하였고 기독교학생이 무교학생보다 진화 과학적 세계관 수용에 저항적이었다. 2. 성별 성역할고정관념은 가정영역 전체, 직업영역의 능력 및 역할요인, 남성중심요인, 사회문화영역의 역할 및 능력요인, 반여성주의 요인에서 남학생이 더 높고 직업영역의 평등정책요인, 비전형적 직업요인, 평등문화 및 정책지향요인은 여학생이 더 높은 경향이었다. 수업 후 가정 권력관계 제도요인은 여학생 전체, 인문/사회 여학생에서 유의하게 증가하고 직업 역할 및 능력요인에서 남녀모두 유의하게 증가하였다. 3. 나이별 성역할고정관념은 직업영역과 사회문화영역에서 차이가 없었으나 가정 권력관계 및 제도요인은 여학생 나이가 적을수록 높고, 역할요인, 가부장적요인은 남학생 나이가 적을수록 높고, 사회문화영역 미디어 성상품화요인은 남녀나이가 적을수록 높았다. 4. 전공별 성역할고정관념은 가정 권력관계 및 제도요인은 남녀모두 인문/사회학생이 더 높고 가부장적 요인은 자연/보건학생이 더 높았으며 사회문화영역의 반여성주의 요인은 자연/보건 남학생과 인문/사회 여학생이 더 높은 경향이었다. 수업 후 권력관계 및 제도요인은 인문/사회 여학생, 직업 평등정책요인은 자연/보건 여학생에서 유의하게 증가하였으며 가부장적요인은 자연/보건 남학생에서 유의하게 감소하고 반여성주의 요인은 자연/보건 남학생에서 감소하는 경향이었다. 5. 종교별 성역할고정관념은 역할 및 능력요인과 미디어 성 상품화요인에서 남녀모두 기독교가 무교보다 더 높고 가부장적요인은 기독교남학생, 반여성주의요인은 기독교여학생이 무교보다 더 높은 경향이었다. 비전형적 직업요인, 평등문화 및 정책지향요인은 남녀모두, 직업 평등정책요인은 남학생에서 무교가 기독교보다 높은 경향이었고 수업 후 무교여학생의 가부장적요인, 반여성주의 요인이 감소하는 경향이었다. 6. 성정체감 별 성역할고정관념은 모든 영역의 능력 및 역할요인은 양성 형남학생과 여성 형여학생이 가장 높고 가정 권력관계 및 제도요인은 남성 형과 양성 형여학생, 가부장적요인은 남녀모두 미분화형이 가장 높은 경향이었다. 직업 평등정책요인은 남성형여학생, 남성중심요인은 남성 형남학생이 높은 경향이었고 반여성주의요인은 미분화형남녀학생과 여성 형여학생이 높은 경향이었다. 수업 후 역할요인은 남녀모두 증가하였으나 가정역할요인은 여성 형남학생과 남성 형여학생, 직업역할요인은 남성 형남학생과 양성 형여학생, 사회문화역할요인은 남녀 양성 형과 여성 형남학생, 남성 형여학생에서 증가하는 경향이었다. 가정 권력관계 제도요인은 양성 형여학생에서 유의하게 증가하고 여성 형남학생은 유의하게 감소하였다. 가부장적요인은 남성 형남학생에서 유의하게 증가하고 직업 평등정책요인은 여학생은 증가, 남학생은 감소하는 경향이고 미분화형남학생에서 유의하게 감소하였다. 본 연구결과에 의하면 대학생의 성역할고정관념은 가정, 직업, 사회문화 영역에서 성, 나이, 전공, 종교, 성정체감 별 차이가 있었고 진화 과학적 세계관을 근거로 인간본성의 탐구를 통해 자연과학과 사회과학을 통합하여 성 통합적 관점을 형성하는 교양과학수업이 성역할고정관념을 양성 평등적 관점으로 전환하는데 효과적이었다.