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심미옥 春川敎育大學校 1995 論文集 Vol.35 No.-
The purpose of this study is to identify the effect of the peer group culture on sex role socialization and to understand the sociological implications of the peer group as a sex role socialization agent. By the review of literatures, following aspects of peer group culture which affect sex role socialization of the children are identified. 1. Play and Games Boy's game is more complex than girl's play, as indexed by such attributes as the role differentiation, interdependence between players, size of play group, explicitness of goals, number of roles, and team formation. Experiences of play and games provide boys and girls different social skills. Boys have opportunity for the rehearsal of power, rules and roles through play and games. These social skills are related with the adult managerial role. But girl's play emphasize intimacy and solidarity congruent with the nurturant role. 2. Friendship Girls develope more exclusive friendship than boys. Boys prefer to interact in large groups, but girls in dyads. Boy's interaction will develope particular social skills relating to group descision making, leadership and girl's experinences will lead other types of social skills such as the ability to engage in intimate self-disclosure. 3. Popularity Boys achived high status on the basis of their athletic ability, coolness, toughness, social skills, and success in cross-gender relationships. Girls gained popularity because of their parents' socioeconomic status and their own physical appreance, social skills, and academic success. Male athletes and female cheer leader have considerable visibility and are likely to be members of the elite group. Boys emphasize achived, competitive, agressive, objective values, but girls subjective, ascribed, emotional values. 4. Resistance Behavior Boys resist through agressive behavior which related with masculinity, but girls' resistance behavior were quietness, helplessness, emphasis on physical appreances which represent feminity. Sciological implications of peer group as a sex role socialization agent are as follows : 1. Children and adolescents are not socialized passively but participate sex role socialization actively. 2. Daily experiences in peer group have an effect on sex role socialization, which related adults' role. 3. Gender relation is differently organized and defined across the social contexts.
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심미옥 춘천교육대학교 초등교육연구소 1998 敎育硏究 Vol.15 No.-
본 연구는 첫째, 장차 교사가 될 교육대학 학생들이 남성적 특성과 여성적 특성 가운데 어떤 특성을 학생 특성으로 더 바람직하게 여기는지, 둘째, 남성적 혹은 여성적 특성을 바람직한 학생의 특성으로 생각하는 정도가 응답자의 성별에 따른 차이가 있는지 알아보고자 한다. 연구자료는 본 연구를 위해 연구자가 직접 제작하는 질문지를 통해 수집하였다. 수집한 자료는 남자 아동 특성과 여자 아동 특성에 대한 응답의 차이를 검증하기 위해서 paired-test를 실시하였다. 연구 결과 여자 아동의 특성보다 남자 아동의 특성이 더 바람직하게 평가되며, 특히 여자 응답자 집단의 경우 여자 아동의 특성보다 남자 아동의 특성을 바람직하게 생각하는 정도가 통계적으로 유의하게 높다. 그러나 남자 아동의 특성을 바람직하게 생각하는 정도는 응답자의 성별에 따라 유의한 차이가 나타나지 않았으며, 여자 아동의 특성을 바람직하게 생각하는 정도 역시 응답자의 성별에 따라 유의한 차이가 나타나지 않았다. Male role and female role were consistent with two fundamental modes of human interaction. Male role was manifested in qualities of individual preservation called agency or goal directed instrumental behaviors. Female role manifested in qualities of interrelatedness called communion or supportive and achive in school and society. Because achivement was important aspect of school life, teachers have frequently encouraged task oriented male role. However, in elementary school the behavior of good pupil is more compatible with female role than male role. Therefore, teachers tended to prefer female role. Especially, female teachers were more preferable female role than male teachers. The purposes of this study were to identify which is more preferable gender characteristics as a pupil role, and sex difference of the value of male characteristics and female characteristics as a pupil role. Data were collected using questionnaire which was made for this study. Subjects were 153 seniors(39 male and 114 female) attending Chuncheon National University of Education. Each student rated 12 items, 6 of them represented male chracteristics and 6 items represented female chracteristics. Ratings were made on 5―point scale ranging from least valuable(1) to most valuable(5) as a pupil role. Paired t―test was used to identyfy difference between male chracteristics score and female chracteristics score. Difference between male and female student was identyfied using t―test. Female student valued male chracteristics higher than female chracteristics. Sex difference was not only in the value of male chracteristics as a pupil role, but also in the value of female chracteristics.
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심미옥 춘천교육대학 학생지도연구소 1985 學生生活硏究 Vol.10 No.-
Education was expected the most important means for social developoment and change especially in the third world. But the rapid expansion of school populations after the political independence resulted in overeducation, unemployment, underdevelopment and dependence on foreign force. These problems searched for the solutions out of formal educational part. Recent concern about the nonformal education resulted from the notion that schools cannot do their educational role properly or "school is dead." Therefore, nonformal education was considered the effective alternatives or compensations for schooling. There are different sociological perspectives on the nonformal education. The one is deprivation-development thesis and the other is dependency-liberation thesis. The two perspectives included different types of educational objects and contents. When nonformal edueation programs in Korea was looked through these perspectives on the dimensions of their objects, contents and functions in a society, it was concluded that they were viewed much more for the development than for the liberation. But dependency-liberation thesis included many implications for the nonformal education in Korea. Our final object of nonformal education could not be limited achieving political consensus or scientific technical manpower. We could accept the goals and the methods of nonformal education programs in the third world which pursued liberation from ignorance and dependency for the purpose of solving our educational problems.
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