진화과학에 근거한 인간본성의 탐구로 자연과학과 사회과학을 통합한 성 관점을 형성하는 교양과학수업이 대학생의 성역할고정관념에 미치는 영향

Abstract

The purpose of this study is to learn about the liberal science class for exploring human nature based on evolutionary science that is appropriate for the formation of integrated gender perspective by integrating natural and social sciences, and for the formation of affirmative gender identity and gender equality values for the college students. For this reason, the acceptance levels regarding the evolutionary scientific world view and gender stereotypes of students according to their gender, age, course, religion, and gender identity were investigated before and after attending the class. The degree of acceptance of the evolutionary scientific world view by the male students was greater than that of the female students. Furthermore, it did not differ significantly based on age, and it had the highest tendency in the masculine stereotype. It was also greater in the natural/health sciences students than that of the humanities/social sciences students. However, the degree of acceptance of the evolutionary scientific world view increased significantly in all the students without gender, age, major, or gender identity distinction after attending the class. In addition, the Christians were more resistant to accepting the evolutionary scientific world view than the Atheists. The gender stereotype of male students have exhibited a higher tendency than that of the female students in the home areas, capacity and role factors, factors associated with male-centered work areas, as well as the role and capacity factors, and antifeminism factor of the social and cultural areas. Meanwhile, the gender stereotypes of female students have a higher tendency than that of the male students in the equality policy factor and atypical factors of the work areas, as well as the equality and cultural policy oriented factors. After attending the class, the gender stereotypes of the entire female students and humanities/social sciences female students have increased significantly in the factors associated with the power relations system in work areas, and that both sexes have increased significantly in the role and capacity factors of the work areas. There are no differences between gender role stereotypes based on age in the work areas and the social and cultural areas. However, the gender role stereotype of the younger female students exhibited a higher tendency with regard to power relations institutional factors, and the younger male students exhibited a higher tendency with regard to the capacity factors and patriarchal factors of the home areas. In both gender, the role stereotypes of humanities/social sciences students exhibited a higher tendency in the power relations institutional factors, while the natural/health sciences students exhibited a higher tendency in the patriarchal factors of the home areas. The natural/health sciences male students and humanities/social sciences female students exhibited a higher tendency in the antifeminism factor. After attending the class, the humanities/social sciences female students in the power relations and institutional factors increased significantly, while the natural/health sciences male students decreased significantly in the patriarchal factors and antifeminism factors. In addition, the natural/health sciences female students increased significantly in the equality policy factor of the work areas. The gender role stereotypes of the Christians were higher than that of the Atheists with regard to the role and capacity factors of all areas and the media commercialization gender factor. Moreover, the gender role stereotypes of the Christian male students were higher than that of the Atheist male students in the patriarchal factors, while the gender role stereotypes of the Christian female students were higher than that of the Atheist female students in the antifeminism factors. The gender role stereotypes of the Atheists have a higher tendency than that of the Christians in the atypical job factors, equality culture, and policy oriented factors in both gender, while the Atheist male students have a higher tendency than that of the Christian male students in the equality policy factors. After attending the class, the gender role stereotypes of the Atheist female students were reduced in the patriarchal factors and antifeminism factors. The gender role stereotypes of the androgynous type male students and feminine type female students exhibited a higher tendency in the capacity and role factors of all areas, while the masculine type and androgynous type female students exhibited a higher tendency in the power relations and institutional factors of the home areas. In the patriarchal factors, the undifferentiated types of both gender are the highest. The gender role stereotypes of the feminine type male students exhibited a slightly lower tendency in the equality policy factors of the work areas. Meanwhile, the gender role stereotypes of the androgynous type male students exhibited a higher tendency in the male-centered factors. Moreover, the undifferentiated type male students exhibited a higher tendency than that of the feminine type male students, while the undifferentiated type and feminine type female students exhibited a higher tendency in the antifeminism factors. After attending the class, the gender role stereotypes of masculine type female students and feminine type male students increased in the home areas, while the masculine type male students and androgynous type female students increased remarkably in the work areas. In the social and cultural areas, the male students increased in all types, while the female students increased in the masculine type, and decreased in the undifferentiated type. The androgynous type of female students increased significantly, while the feminine type male students decreased significantly in the power relations and institutional factors. The androgynous type male students increased significantly, while the undifferentiated type male students decreased significantly. The androgynous type and feminine type female students increased significantly in the patriarchal factors. In the work areas, the gender role stereotypes of female students decreased significantly in the equality policy factors. According to the results of this study, the gender role stereotypes of college students showed differences based on age, major, religion, gender identity at home, work, and cultural areas. The liberal science class, which focused on forming an integrated gender perspective by integrating the natural and social sciences through the exploration of human nature based on evolutionary science, is suitable as gender equality educational resources for the formation of the most favorable gender identity and gender equality values for the college students.