한국 여성의 교육문화적 지위 = The Educational and Cultural Status of Women in Korea

다국어 초록 (Multilingual Abstract)

During the 1985-1992 period, there have been remarkably sincere efforts on the part of the Korean government to implement the Nairobi Forward-Looking Strategies for the Advancement of Women, and the government extends congratulations to the United Nations for its significant contribution in promoting the status of women around the world, including especially Korea where the changes that occurred in favour of women, particularly during the period under consideration, owe greatly, to the initiatives taken by the NGO's and the government.
To recapitulate in summary form some of the major trends and situations concerning the educational and cultural status of women, they are as follows.
As to the educational status, between 1985 and 1992, almost all Korean children of school age were enrolled in primary schools, and apparently, there was no significant gender gap in education at the primary and the secondary levels.
Of primary school graduates, 99.9% proceeded to middle school, and 98.5% of the male and 98.1% of the female middle school graduates went on to high schools. Among the high school graduates, 49.3% of males and 51.6% of females proceeded to colleges and Universities. That is, the female advancement rate to institutions of higher learning was slightly higher than the male rate at the level concerned. This apparently unusual trend can be explained by the fact that the actual pool of male high school graduates is larger than that of female high school graduates so that the male high school graduates who actually advanced to colleges and universities, though larger than female high school graduates who did so in absolute terms, get smaller ratio representation.
In the field of education, Korea has been successful in eliminating most overt forms of sexual discrimination in education. The remaining problems are that women still take traditionally feminine majors, and that women are not very well represented at the top administration level.
National priority concerns are:
1) to promote career guidance programme for girl students based on sexual equlity, encouraging girls to enter into nontraditional fields:
2) to provide gerder conscious training for teachers to bring about changes in their attitudes towards girls : and
3) to take measures to increase the number of female top-level administrators at various levels of education.

목차 (Table of Contents)

• I.서론
• II.한국여성의 교육적 지위
• 1.교육기회를 통해 본 여성지위
• 2.문교행정직에서의 여성참여를 통해 본 여성지위
• 3.교육자료에 반영된 성차별 철폐활동
• III.한국여성의 문화적 지위
• 1.전통문화부문의 여성참여
• 2.문학부문의 여성참여
• 3.미술, 사진, 디자인, 건축부문의 여성
• 4.음악부문의 여성참여
• 5.무영 및 연극부문에서의 여성참여
• IV.여성교육문화 환경의 전망과 정책적 과제
• 1.여성교육문화환경의 전망
• 2.교욱문화 정책적 과제
• V.결론