1. 2009. 9. 17 Insill Yi Statistics Korea, Commissioner Sogang University, professor Women in Economic Profession in Korea (Do we understand Under- representation ?) SNU Conference in Honor of Lucas-Stokey

2. Employment Rate and Per Capita GDP (15~64) 2

3. Employment Rate by Sex(15~64years old) 3

4. International Comparison (15~64 years old) 4 2006 year

5. Population Structure in Korea 5

6. Employment Rate by Sex(over 15 years olds) 6

7. Population over 65 years old(%) 0 5 10 15 20 25 30 35 40 657585950515253545 E U 미 국 호주 및 뉴질랜드 일 본 한 국 (%) 7 Total fertility rate : 1.17(2002), 1.19(2003), 1.16(2004), 1.08(2005), 1.13(2006), 1.26(2007), 1.19(2008)

8. Composition of Growth Rate 8

9. Projection of potential GDP Growth Rate 9

10. Employment Rate of College Graduate Female (25~64years old) (2006, %) 자료 : OECD Employment Outlook 2008 (2008.07.02) 10

11. Employment Rate of College Graduate Male (25~64years old)(2006, %) 자료 : OECD Employment Outlook 2008 (2008.07.02) 11

12. Average length of working Years 12

13. *Part-time employment refers to persons who usually work less than 30 hours per week in their main job. Data include only persons declaring usual hours. **Part-time data are based on actual hours worked. ª Part-time employment based on hours worked at all jobs. b Part-time employment is defined as less than 35 hours per week. c The share of part-time employment is for wage and salary workers only. Source: OECD Labor Market Statistics. 13 Ratio of PART TIME Female Workers aged at 25~54 years old (1999)

14. Where are we now? 14  The economically active female population in 2008 was 10,139 thousand, which occupied 46.7% of the total(24,347 thousand).  The labor force participation rate of females stood at 50.0% in 2008, a drop of 0.2%p from the previous year.  The difference in the labor force participation rate between the two genders declined by 4.5%p from 28.0 % in 1998 to 23.5% in 2008.

15. Those in a professional, technical and administrative managerial position 15  Share of the employed females in a professional, technical and administrative managerial position stood at 19.8% in 2008, up 1.1%p from 2007 and grew by 6.5%p from 1998, showing an upward trend.  Gap in the share of the employed in a professional, tchnical and administrative managerial position between the two genders dropped from 9.2%p in 1998 to 1.9%p in 2008.

16. In some fields, women are overrepresented. 16  Female elementary school teachers occupied 74.0 % in 2008,, recording the highest share(middle school (64.5%), high school (42.1 %))  Share of the female teachers in elementary and middle schools continued an upward trend after marking 50 % in 1990 and 1996, respectively.  Share of the female teachers in high schools also showed an increasing trend.  Share of the female teachers in elementary, middle and high schools increased by 13.7%p, 12.2%p and 16.1%p from 1998, respectively.

17. Female National Assembly Members 17  The female assembly members(41 persons) occupied 13.7 % of the total(299 persons) in the 18th National Assembly. These figures showed an increasing trend.  This share in the 18th National Assembly rose by 7.8%p and 0.7%p from the 16th and 17th National Assembly, respectively.

18. 18

19. Under-Representation of Women in Economics Profession Female Ph.D. in economics 19 TotalResearchUniversity Non- tenured University Tenuerd FirmGovern ment Over- seas 96(85)3629(10)14(4)674

20. Women in Economics Profession 20  Chah(1999):” The Effect of Feministic Perspective on Economics Profession in Korea”  Contrary to the common belief that economics is the discipline of objectiveness. Women has been systematically excluded from economic subjects, models, and pedagogy

21. Women in Economics Profession 21  However women’s opportunities in economics have improved over time.  In U.S. the placement differential disappeared by the mid-1980, while it started in Korea recently.  Relatively fewer women are entering graduate programs in economics than law and medicine.

22. What can we do? 22  Women might be better represented in the field if they went into their first college economics course with stroger math skills or had more confidence.  Another reasons?  Different interests and career asperations already in place?  Lack of female role models  Teaching techniques and method of evaluation that are less suited to women’s learning styles.

23. Thank You! www.kostat.go.kr