초록 ▼

Ⅰ. 연구의 필요성 및 목적

○ 중등 및 고등교육단계에서의 성 정형화된 진로선택이 노동시장에서의 성별 직종분리, 성별 임금격차 등으로 연계되는 악순환을 개선하기 위한 노력은 여성 정책이 국가정책으로 추진된 이래 가장 핵심적으로 추진되어 왔음. 그럼에도 불구하고 서비스직에의 여성 집중과 관리직, 기능직 및 장치기계조립에의 남성 집중 등 노동시장에서의 성별 분리 현상은 뚜렷한 진전 없이 여전히 지속되고 있음.
○ 이 연구는 진로 및 직업에 대한 성역할 고정관념이나 성편견이 청소년의 진로 발달과 진로선택에 미치는 영향에

Ⅰ. 연구의 필요성 및 목적

○ 중등 및 고등교육단계에서의 성 정형화된 진로선택이 노동시장에서의 성별 직종분리, 성별 임금격차 등으로 연계되는 악순환을 개선하기 위한 노력은 여성 정책이 국가정책으로 추진된 이래 가장 핵심적으로 추진되어 왔음. 그럼에도 불구하고 서비스직에의 여성 집중과 관리직, 기능직 및 장치기계조립에의 남성 집중 등 노동시장에서의 성별 분리 현상은 뚜렷한 진전 없이 여전히 지속되고 있음.
○ 이 연구는 진로 및 직업에 대한 성역할 고정관념이나 성편견이 청소년의 진로 발달과 진로선택에 미치는 영향에 주목하면서 학교교육과 진로체험활동 현장에서 이루어지고 있는 진로교육 및 진로체험활동 운영 전반을 성 인지적 관점에서 분석함으로써 진로교육 및 진로체험활동에서의 젠더이슈를 확인하고 이를 토대로 성평등한 진로지도가 이루어질 수 있도록 개선방안을 도출하는데 목적이 있음.

Abstract ▼

This study pays special attention to the gender-role stereotypes and gender biases which influence adolescents’ career development and career choices. It analyzes the current states of career education and career experience activities in schools and career development centers from gender-sensitive p

This study pays special attention to the gender-role stereotypes and gender biases which influence adolescents’ career development and career choices. It analyzes the current states of career education and career experience activities in schools and career development centers from gender-sensitive perspective. By doing so, this study aims at exploring gender issues on career education and career experience activities and further developing strategies for gender-equality in career education. This study analyzes the curriculum of revised in 2009 and the contents of textbooks for middle- and high-school students (three textbooks for each school, six textbooks in total). Gender analysis is also conducted based on the results from ｢2014 Survey on Career Education in Schools｣ for elementary- and secondary-school students. Focus group interviews are conducted for career education teachers and workers in adolescents’ career experience centers. In addition, survey is also conducted for career education teachers from 250 middle and high schools. According to the analysis of curriculum and contents of textbooks, some of curriculum or textbooks of for middle- and high-school students do not include any strategy for overcoming gender-role stereotypes in career development or career choices. Furthermore, some textbooks of for middle- and high-school students describe the characters from male-dominant perspective, which might potentially intensify the stereotype and bias that work and occupation have to do with a male domain. According to the survey results, female students are more likely to participate in career psychological test, career counseling, or career class. On the other hand, male students are more likely to join career-development clubs, on-the-spot day, or activities of diverse majors. The gender gap in job preference is the widest in elementary schools, and such gap gets narrower in middle and high schools. However, female students’ preference for science and technology careers remains significantly low across all stages of school education. The results from focus group interviews on career education teachers and workers in adolescents’ career experience centers, and survey on career education teachers in middle and high schools are as below. Given that girls' schools are less likely to have a special department of career and admission consulting or to allocate enough budget for career education, the gender composition of schools possibly influence the quality of career education. In addition, girls’ schools tend to show a lower performance in on-the-spot day and employment training activities than boys’ schools. In the process of establishing the plan for career education, less than half of respondents are found to consider gender gaps in career development. Even though gender gaps in career development are taken into account, the approaches to career education are mostly geared towards widening the gender gaps, which would aggravate gender issues in career education. It is also noted that only little number of training programs and guidelines are provided for supporting career development activities in schools and career experience centers. Based on the results, we suggest several improvement plans for the career education policy. First, it is required to establish the new clause for career education and gender equality in career education law, to generate gender statistics on the beneficiaries and results of career-education-relevant policies, and to establish the policy foundations (e.g., new evaluation criteria for career education programs provided by local education offices and schools). These practices are necessary for achieving gender equality in career education and career experience activities from schools and other relevant centers. Second, curriculum or textbooks of should be cautious about gender-role stereotypes and gender bias that have adverse effect on career development. In addition, institutional strategy should be provided in order to organize the contents of from gender-sensitive perspective. Third, we need proper and diverse training programs to improve the gender sensitivity of teachers and youth specialists. These training opportunities will alleviate the issues from gender-role stereotypes and gender bias in the practices of career education or in the process of adolescents’ career experiences, which further improve the quality of career education for both girls and boys. Finally, the standardized guideline or manual for career education and gender equality should be developed. This guideline will advance the practices of specialists, officials or mentors who would provide advices for adolescents’ career choices through diverse career-development activities.