남고생들의 온정적 성차별주의가 여성의 업무 배치에 미치는 영향
The Effects of Benevolent Sexism of Male High School Students on the Task Assignment of Women
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초록
본 연구는 고등학교 남학생 400명을 대상으로, 가상의 직장 상황을 주고 남성의 온정적 성차별주의 지지도가 여성직장인의 업무 배치에 어떤 영향을 줄 수 있는지 검증해 보았다. 그 결과, 온정적 성차별주의 지지도가 높은 남학생들일수록 도전적인 업무에는 여성을 배치하지 않으려 했고, 여성적인 업무에 여성을 배치하는 데는 더 동의하고 있었다. 온정적 성차별주의는 여성을 약한 존재로 보며 여성에 대한 전통적인 고정관념을 가지고 있다. 그래서 온정적 성차별주의를 지지하는남학생일수록 여성을 보호해야 한다는 생각에 여성에게 힘든 업무를 주지 않고, 여성에게 적합하다고 여겨지는 업무를 맡기려고 한 것으로 보인다. 하지만 온정적 성차별주의자 남성들의 이런 행동은 여성들의 능력 개발과 직업적 성취를 어렵게 만든다. 따라서 직장 내 성차별을 근절하고 진정한 남녀평등을 실현하기 위해서는 사회과에서 학생들에게 온정적 성차별주의에 대해 가르쳐야 한다. 이때는 온정적 성차별주의가 왜 해로운지 구체적으로 알려주는 일이 중요하다. 그리고 사회과는 특히 남학생들이 온정적 성차별주의를 거부하고 성평등을 실천하도록 도울 수 있는 효과적인 지도 방안을 모색해야 한다.
Abstract
In this study, 400 male high school students participated in the investigation to verify how the support from benevolent sexism of men affects assignment of female coworkers in a given hypothetical occupational situation. The results showed that male students with greater support level of benevolent sexism avoided assigning female workers to challenging tasks and agreed more on assigning female workers to tasks typically considered fitting more for women. Benevolent sexism perceives women as weak individuals and carries traditional stereotypes of women. Thus, male students that supported benevolent sexism seemed not to assign women with difficult tasks and rather gave them with tasks they considered to be appropriate for women. However, such behavior of men exhibiting benevolent sexism makes it difficult for women to develop their skillsets and attain professional achievements. Therefore, in order to eradicate sexism in the workplace and achieve true gender equality, it is required to educate students on benevolent sexism in social studies. In educating students on why benevolent sexism could be negative, it is critical to teach in detail. Furthermore, in social studies education, it is required to find effective ways of guidance to help male students reject benevolent sexism and practice gender equality.
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