Women’s under-representation in South Korean society has been taken for granted for years. Koreans make an effort to abandon this under-representation through social policies and actions in the sense of equality, but this under-representation has been kept perpetuating and reproducing in South Korean society. In this reproduction procedure where Koreans practice gendered stereotypes, schooling, as a hegemony, plays an important role. In other words, schooling helps to perpetuate and reproduce man-centered ideologies to students. This study investigates gendered social hierarchies with the conceptional expansion from the notion of equality to the notion of equity. In addition, this study tries to understand gender equity, which is constructed from social relations between man and woman rather than current dominated biological deterministic sex. This study, as a qualitative research, collected data through interviews with four participants. For analyzing and interpreting the collected data, this study utilizes case analysis and cross-cases analysis. The result of this study shows that participants have a narrow conceptual perceptions and understandings of gender equity, and this implies that the narrow understanding is based on the reflection of current Koreans' perceptions and understandings on gender equity. Moreover, in school context, hidden curriculum plays an important role of perpetuating gendered stereotypes and practices, and teachers' roles are considered importantly for this transfer. With those results, this study suggests that for understanding women’s under-representation in South Korean society, Koreans' conceptual aspects should be more expanded toward understanding the notion of gender equity, and this study emphasizes on micro aspects of looking at social structures in relations of masculinity and femininity. Furthermore, for the future studies, as an educative purpose, this study strongly suggests women's participations in women's studies.