대학의 성별 구성이 여학생의 교육경험 및 교육적 결과에 미치는 영향 분석 = Effects of women's colleges and coeduacational colleges on the educational experience & outcomes of female students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to systematically identify and measure the effects of the women's colleges and coeducational colleges on the female student's educational experiences and outcomes. The study focuses on the following questions :
1) Is there any differences in current educational state for women students between women's colleges and coeducational colleges in Korea?
2) What is differences in educational experiences for women students between women's colleges and coeducational colleges?
3) Do the college attendance of female students at women's colleges and coeducational colleges affect on educational outcomes such as career preparation, attitudes, self-reports of academic ability, social ability, and job related skills?
In order to answer these research questions in this research, two methods were used in the following ways :
1) Besides an extensive analysis of the literature in this fields of inquiring, a survey was carried out to find out how female students feel their educational experiences at their college environments and to measure the impact of the college experience on their educational outcomes. For this survey, 3 women's collges and 4 coeducational colleges in Seoul were selected. A total of 923 female students (women's college : 500 students, coeducational college : 423 students) on the junior level in these colleges were surveyed. Finally The survey data were analyzed with crosstabulation, t-test, two-way ANOVA, mutiple regression.
2) The raw data on colleges and universities of the Educational Statistical Yearbook by the Ministry of Education in Korea was analyzed to compare the majors distributions of female studtents, employment and advancement rate of female college grduates, and proportion of the female professors in women's colleges/universities and coeducational colleges/ univerities in 1996.
The findings of this surveys and analysis can be summarized as follows :
1) Female students seems to have different educational experiences : women's colleges are found to provide female students more positive experiences than coeducational colleges.
Female students at women's colleges apparently have more female role models than coeds. Professors at women's colleges have more concerns on women's issues than professors at coeducational colleges, and feamle professors have more concerns on women's issues than male professors. Also female professors show stronger sense of equality in gender role than male professors. Female students at women's colleges are found to be more satisfied with career counselling and advising, administrative services and supports for the employment of female students provided by their universities than thdse at the coeducational universities.
2) However, women's colleges are found to have negative influence on the development of the social abilities of female students. Neverthless any significant difference of the effects on the other educational outcomes such as academic ability, job-related skills and self esteem were not shown in this study.
3) On the other hand, the college experiences of female students at the different types of college found to influence significantly the development of academic ability, social ability and job-related skills, and attitudes on the self-esteem and gender-role consciousness : female students at women's colleges report more positive on the development of job-related skills than coeds, and also show more equal gender-role consciousness than those at the coeds.
4) According to the analysis of colleges/universities data in 1996, female graduates from women's colleges/universities show higher employment rates and advancement rates than those from coeducational colleges/univer -sities. And there found to be no differences in the distribution of major departments by female students at women's colleges/universities and coeducational colleges/universities with the exceptions of technology.
Besides there are much more female professors at women's collges/univesities than coeducational colleges/universities. In addition most of female professors at coeducational colleges/universities are working at departments called 'womanly majors' such as home management, nursing, and languages. These phenomenon are not found to be true with the distribution of women's professors at the women's colleges/universities.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 문제의 제기 = 1
• Ⅱ. 연구의 설계 = 14
• 1. 연구 목적 = 14
• 2. 연구문제 및 연구내용 = 14
• 3. 연구방법 = 15
• 4. 자료 분석방법 = 28
• 5. 연구의 제한점 = 28
• Ⅲ. 이론적 배경 = 30
• 1. 남녀공학과 여성고등교육의 발달 = 30
• 2. 대학의 성별 구성과 여성고등교육 = 47
• 3. 남녀공학교육과 여성고등교육에 관한 선행연구 = 81
• Ⅳ. 대학의 성별 구성 효과 분석 = 94
• 1. 여자대학과 남녀공학대학에서의 여성교육 현황 = 94
• 가. 여학생구성비의 변화와 여자대학 = 94
• 나. 전공계열 = 96
• 다. 대학졸업후 진로상황 = 99
• 라. 여교수 = 105
• 2. 대학의 성별 구성이 여대생에게 미치는 효과 = 110
• 가. 여대생의 개인적 특성 = 110
• 나. 대학의 성별 구성에 따른 교육경험의 차이 = 114
• 1) 교수-학생 상호작용 = 114
• 2) 교수 역할모델 = 117
• 3) 교수의 여성문제 관심도 = 118
• 4) 여성학과목 수강경험 = 120
• 5) 여학생에 대한 학교의 지원 = 121
• 6) 지도력 개발 기회 = 122
• 7) 대학교육목표에 대한 인식 = 125
• 다. 교육적 결과에 미치는 영향 = 131
• 1) 대학 졸업 후 진로계획 = 131
• 2) 자신의 능력에 대한 평가 = 134
• 3) 정의적 특성 = 141
• 3. 논의 = 148
• Ⅴ. 요약 및 결론 = 158
• 1. 요약 = 158
• 2. 결론 = 165
• 참고문헌 = 171
• ABSTRACT = 186
• 여대생의 교육경험 및 교육적 결과 분석을 위한 조사표 = 189