社會階級與青少年性別世界之建構--以台北都會區兩所國中為例

黃淑君(Huang Shu-Chun)

指導教授 ： 張建成

國立臺灣師範大學/教育學院/教育學系/碩士(1999年)

摘要

過去關於性別與教育的研究，鮮少探討學生同儕活動中的性別意涵。研究學生同儕的性別活動，通常僅以普一性的父權運作來解釋，並未從「階級文化」的角度來剖析，而且也沒有針對勞工階級與中上階級的差異進行比較。本研究乃從階級文化的觀點出發，探究勞工階級與中上階級學生對性別的定義、所進行的性別互動、以及由此建構出來的性別關係。研究目的如下：
一、 瞭解不同社會階級學生的性別符碼。
二、 瞭解不同社會階級學生性別互動的過程。
三、 瞭解不同社會階級學生所建構的性別關係。
四、 由以上發現歸納結論，並提出國中階段性別平等教育的建議。
本研究採取質的研究，以觀察和訪談兩種方法蒐集資料。研究對象為台北都會區兩所不同國中的二年級學生，一所國中位於中上階級為主的社區，另一所位於勞工階級為主的社區。觀察的內容以學生下課時間與活動課程(如家政課、體育課 )中，異性間的互動情形為主。訪談主要針對學生對性別的定義、班級中的性別互動情形、以及班級中的性別權力地位之覺知，進行探索。觀察及訪談的資料均轉錄成逐字稿，並根據逐字稿進行編碼，從中發展出主題與類目，以進行分析與解釋。
經過以上探討，本研究獲致下述結論：
壹、勞工階級學生的性別定義較為刻板與二分，中上階級則較為彈性與自由。
貳、勞工階級學生的性別規範較為嚴苛，中上階級則較為寬鬆。
參、勞工階級學生缺乏性別平等的概念，中上階級學生的性別平等意識較高。
肆、勞工階級男生對女生的言語羞辱多，中上階級女生對男生的言語辱罵多。
伍、勞工階級男生對女生的侵犯與騷擾多，中上階級女生對男生的侵犯與騷擾多
陸、勞工階級學生會進行強凌弱的打鬧追逐，中上階級學生會發展男與女的相偕出遊。
柒、勞工階級學生呈現對立與分離的性別關係，中上階級建構互助與合作的伙伴關係。
捌、勞工階級學生締造男支配與女隸屬的性別關係，中上階級呈女強勢與男包容的性別關係。
基於上述結論，本研究分別對性別平等教育工作，以及未來後續的研究，提出若干建議，備供參酌。

關鍵字

社會階級 ； 性別身份認同 ； 性別互動 ； 性別關係

並列摘要

Social class and adolescents’ gender world
In the past, gender and educational researchers seldom discuss gender development in the process of peer group activities. Even if there is few mentioned about it, they attributed gender inequality primarily to patriarchy, and did not analyze the issue from the perspective of “class culture.” Accordingly, this study try to compare the gender codes, gender interactions and gender relationships between working class and middle-upper-class students.
In order to fulfill the above purpose, this study applies qualitative research methods, i.e., participant observation and interview, to collect field data from students of two junior high schools. These two schools are situated in different social class communities. One is in a working-class community; the other middle-upper class. The researcher observed the cross-gender activities at break and activity courses, such as home economics and physical education, and interviewed with students to explore their gender codes, gender interactions, and gender relationships. The field notes and interview transcripts are both categorized in terms of narrative thinking unit to develop a coding system for comparison and synthesis. The major findings are as follows:
1. The gender codes of working-class students are stereotyped and gender-divided, but the middle-upper-class ones are more flexible and open-minded. The working class students attribute sissy boys and tough girls to gender deviation, while the middle-upper class students take them as personality traits. The sissy boys and tough girls in the middle-upper class school have good interpersonal relationships with others.
2. There are three prevalent forms of cross-gender interactions: insulting, invading, and harassing. The working-class boys are more likely to initiate insults, invasions, and harassment, while the middle-upper class vice versa.
3. The boys and girls of working-class students are fond of fighting and chasing, while the middle-upper-class students prefer to develop friendship and play together.
4. The working-class students are more likely to form opposed and gender-divided relationship, while upper-middle-class students develop supporting and cooperative relationship.
5. The working-class students construct male-dominant and female-subordinate gender relationship, while middle-upper-class students develop female- empowered and male-tolerant gender relationship.

並列關鍵字

social class ； gender identity ； gender code ； gender development

參考文獻

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