●.高中男校社會組學生的陽剛氣質建構與實踐:以台灣中部一所高中之考察為例

邱長彥(2017)。高中男校社會組學生的陽剛氣質建構與實踐:以台灣中部一所高中之考察為例。台灣性學學刊,23(1)1-28


研究摘要取自:http://ericdata.com/tw/detail.aspx?no=408742

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中文摘要    

台灣普通高中在實施分流教育時,一直都有男生傾向選自然組而女生傾向選社會組的性別隔離現象,本研究想要瞭解打破傳統規範的社會組男學生如何建構與實踐自己的陽剛氣質。因此,以台灣中部某男子公立高中做為研究場域,透過深度訪談法與焦點團體法進一步分析2013年與2014年間該校16名高三社會組男生陽剛氣質的建構與實踐過程。結果發現,在數理學科知識掛帥的男校文化中,選修社會組會遭遇各種阻礙與歧視,讓學生產生不少壓力與困擾。社會組的陽剛氣質實踐,會經歷「被否定與再建構」的過程,一方面要抵抗與否定自然組學生的價值,另一方面也會塑造出社會組男生的多元陽剛氣質。不過,單一性別學習環境也讓他們更難擺脫傳統父權文化與價值觀桎梏,認為他們的學業與成就還是比女生優秀。期許透過本研究,能使更多人擺脫性別意識型態的束縛,落實性別平等,進而營造性別友善的學習環境。

 


英文摘要    

In the education streaming process of senior high schools in Taiwan, there is always a gender segregation tendency that boys are inclined to choose natural science programs while girls choose humanity and social science programs. This article intended to know how students who broke traditional regulations in humanity and social science programs construct and practice their masculinities. Therefore, 16 male students in a boys’ senior-high-school in central Taiwan were selected as the participants, and the author further analyzed the masculinity construction and practice process of students in humanity and social science programs based on the data collected from in-depth interviews and focus group interviews. It is found that majoring in natural science programs is the main choice in the school, that students who choose humanity and social science programs will meet different obstacles and discrimination, causing them stresses and troubles. The practice of masculinity in humanity and social science programs will experience “denied and re-constructed” process. On one hand, it resists and denies masculinity value in natural science programs. On the other hand, it will build multiple masculinities of boys in humanity and social science programs. However, single gender study environment makes it hard for them to get rid of traditional patriarchal culture and value bondage, and think their academic performances and achievements are better than girls. It is expected through this study that more students can get rid of gender consciousness bondage and carry out gender equality so as to further build a gender friendly learning environment.


 

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