Gender Inequality in Korean Literature

S. Park

While gender inequality is a pressing matter in all parts of society, it often begins with the learning material taught to students from a young age. Textbooks often carry a gender biased portrayal of the world, which fixes stereotypes in the minds of students. They are given the impression that what is shown in the textbooks is their limitations as a man or woman, which holds them back from reaching their full potential.

In Korean traditional literature and art, women are not depicted as equal to men. Korea became a patriarchal society since the 17^th century, and its history is embedded in its literary works. Starting from the 17^th century, female writers were disregarded, which resulted in only male writers and male oriented books for years. Many of the literary works in textbooks today are from this period, which means that students read and learn about women as the minority, inferior to men and born to be obedient and submissive. It gives off the wrong image to young students that gender is meant to bound them into certain traits. And in literary textbooks, language is divided into categories such as “feminine” and “masculine.” Soft, delicate, and detailed expressions or tones are taught as “feminine,” while ones direct and commanding are taught as “manly.” They refer to poems of active, strong voices as masculine while those of sadness and weakness are always specified with femininity. Furthermore, some language is slanted negatively toward women only. For example, a slang for men “놈” is regarded as playful and casual but the one for women, “년,” is used as an offensive profanity when they are both of the same background.

In regards to jobs, women are presented as consumers while the men are assumed to be producers. When both are shown as workers, men generally are shown as working in higher-level, more economically powerful jobs than women. These types of portrayal in textbooks create the impression that some of the jobs are meant for males only, and staying at home and doing house activities is meant for women. It results in both girls and boys being taught that they are fit for certain jobs only. Likewise, subjects tended to be thought of being “dainty” and “feminine” like music are associated with women teachers while math and science are thought of as “masculine.” These illustrations are found in textbooks ranging from elementary to high school, and when elementary textbooks depict young girls to play with delicate dolls and boys with robots, girls are taught to be quiet and weak while boys strong and rowdy. This becomes the base of gender inequality that only progresses as they grow up because girls and boys are treated to be such.

Many protest against the unfair depictions, arguing that certain expressions or words must be changed so they do not hold meanings of inequality or bias. Words should be able to be used to express both women and men and it should not be able to limit a gender to a specific character. Students should also be taught to recognize and be aware of gender inequality in print, so that they do not find themselves with sexual stereotypes and expectations.