전국 대학 여성학강좌 실시현황에 관한 조사연구 = The Current Situation of Women's Studies Courses in Korean Universities/Colleges

다국어 초록 (Multilingual Abstract)

With debates taking place on the legitimacy and the nature of women 's studies as an independent discipline, women 's studies courses have been introduced at many campuses throughout the country, particularly in recent years. Furthermore, though no college or university has instituted women 's studies as undergraduate major or minor field of concentration, master 's programs have been established, with Ewha as the pioneer (1982), at two other universities in Taegu, one of the most conservative towns, in 1990.
The rapid expansion of women 's studies in recent years inculcates our curiosity, in the first place, in what process they enter the regular curriculum with whose initiation, in what ways they are taught, how they are received by students, and so on. The more interesting question may be how we should interpret the wide popularity and the establishment of higher degree programs of women 's studies in Korea which is to many foreign visitors one of the most patriarchal societies in the world.
This study is not so ambitious to search for an answer to the latter question, but aims at investigating the current situation of undergraduate women 's studies courses. Collection of data was administered from April tell August, 1989 through three steps using different methods: (1) a workshop involving 29 instructors of women 's studies at various colleges/universities, (2) a mail questionnaire survey sent out to all four-year colleges and universities in the country, to which 86 responded out of 108, and (3) unstructured methods to collect qualitative data, i.e. observation of classrooms and indepth interviews with instructors and students.
The findings accrued from our research can be summarized as follows:
Introductory course in women 's studies and other courses related to women 's studies began to be offered at 7 colleges/universities in the 1970 's, but in the 1980 's it was quite drastic, and in the year of 1989 only, 18 schools started to offer the course. It is noticed that the recent growth was mainly initiated by women students. Secondly, some 10 universities are offering one or more advanced courses in women 's studies. In addition, 16 institutions answered that they plan to increase the number of women 's studies courses.
Descriptive characteristics of women 's studies courses were investigated, and they are: a majority are of 3 credit, 3 hour courses; about 200 students are enrolled in one half of the whole class are male students. With no department of women 's studies at any campuses, these courses are administered by department of sociology, department of philosophy, women 's research institutes, ad hoc steering committees for the course, the committee of general education, or the office of women students.
It was confirmed from our interview data that women 's studies courses suffer from various problems. Firstly, the team-taught method if faculty members maintain close relations to improve the course. Secondly, in many cases the women 's studies courses unlike other courses are not given strong supports from the responsible bodies. Therefore, instructors of the course find it difficult to adopt varied teaching methods other than lecturing. Moreover, many respondents complained about the lack of information and materials on women 's studies. In connection with this, the development and publication of texts in women 's studies, the production of audio-visual material, exchange of information, and the curriculum development of various programs related to the course have been recommended. Finally, the lack of understanding among fellow professors was raised as a problem. A few suggestions were made to improve the quality of college women 's studies course: the creation of an inter-university network for women 's studies course development: workshops for exchanging information and experience among instructors: and projects for developing advanced level courses and devising feminist methods of teaching.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 여성학 개설과 발전과정
• A. 여성학의 개설 시기별 분포와 특성
• 2. 여성학 관련 과목의 발전
• Ⅲ. 여성학 강좌 현황
• A. 일반적 특징
• B. 강좌 운영 주체별 여성학 현황
• C. 강좌 운영방식별 여성학 현황
• Ⅳ. 종합
• 참고문헌
• Abstract
• 부록1-설문조사Ⅰ
• 부록2-설문조사Ⅱ
• 부록3-설문조사Ⅲ