學校服裝儀容規定中之性別差異─潛在課程的觀點

Gender/Sex Differences in School Dress Codes-The Hidden Curriculum Perspective

張如慧(Ju-Hui Chang)

《課程與教學》 9卷4期 (2006/10) Pp. 35-49

https://doi.org/10.6384/CIQ.200610.0035

摘要

目前對服裝儀容規定的討論較集中在去除管理主義及集體主義，但當中存在的性別差異議題卻較少為人注意。本研究採個案研究方式，分析服裝儀容規定中之性別差異，期望獲得師生的想法及學校生活經驗，以了解服儀規定中的性別差異及其來源，以及其又是如何以潛在課程的方式運作在校園之中，和學生所可能學習到的潛在課程結果，並期待從性別平等的角度，思考服儀規定的教育意義。研究發現因性別差異而進行的不同服儀規範，其背後隱含著整個父權社會的性別刻板印象，企圖形塑學生成為一個聽話，且符合社會期待與規範的「正常」男性與女性，並透過控制學生創造不同身體的慾望，將其由身體的順從延伸到心理的順從。

關鍵字

服裝儀容規定 ； 性別差異 ； 性別刻板印象 ； 潛在課程 ； 規訓

並列摘要

The conflicts of school dress codes are usually focused on the struggle between school discipline and teenagers' human right, but seldom on gender /sex differences. The case study in a senior high school tries to understand the origins, operation and results of gender hidden curriculum and hopes to discover the sexual politics in schools. The findings shows that there are many sex differences in school dress codes, and the differences are based on traditional gender/sex differences and stereotypes. School dress codes are the hidden curriculum, which teach students to follow the ”proper” body image of males and females in the sexist society, and they also develop students the attitude of obedience to the authority and social conventions from physical to mental obedience.

並列關鍵字

dress code ； gender/sex difference ； gender/sex stereotype ； hidden curriculum ； discipline

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