校園性別事件的類型框架及防治檢討探析－以教師涉案為中心

我國《性別平等教育法》自2004年公布實施，已經歷四次修法，其中新增第27-1條規定，採取針對教師而設的「停聘及永不聘用」最嚴厲處分，以嚇阻教師涉及性侵害、性騷擾或性霸凌等校園性別事件時，能以更嚴肅的態度來處理。本研究以教師為行為人作為研究中心，採用報紙新聞為樣本，以內容分析法歸納校園性別事件的類型框架，並進行類型詮釋，期望能作為性別平等與友善校園有棉薄貢獻，並能在預防狼師事件上提供參考。研究發現在某些案例中，教師涉案歷程從「試探」開始，進而運用信任與權威，再與學生約定「相互保密」來持續進行性侵害。直到出現檢舉人或申請調查人向性平會舉發，才會終止教師對學生的不當行為。研究建議認為除了嚴格執行法律對涉案教師的懲處與汰換之外，還應該讓教師及學生都接受「性別敏感教育」，化解「權勢不對等」可能助長相關事件的機會。

關鍵字

校園；性別事件；類型；防治

並列摘要

The Gender Equity Education Act in Taiwan has been amended four times since it came into effect in 2004. The Article 27-1 amended in 2018 further sets the punishment that educators who violate the Act shall be dismissed and the person never again be permitted to be appointed as a teacher. The aim is to urge educators to take early and serious measures to prevent and control gender-related incidents on campus, such as sexual assault, sexual harassment, or sexual bullying. Taking samples of newspaper articles in Taiwan from the Legislative Yuan News Knowledge Management System, this study adopts content analysis to categorize and interpret the gender-related incidents on campus, which is then expected to serve as a reference for the prevention and control of gender-related incidents on campus. It's found that educators involved in some cases started by sounding out the students, and then abused their authority and the trust from the students to commit continual sexual harassment based on mutual confidentiality. Not until the educators are reported to the Gender Equality Committee will they stop their improper behavior. The study suggests that in addition to strictly enforcing laws against the teachers involved, both teachers and students need to be educated about ＂gender sensitivity＂ to prevent similar incidents caused by unequal power relations from happening.