性別教育這幾年來在台灣普遍受到重視,包括檢視教科書、老師性別意識等研究逐漸指出教育上可能的性別問題,但學校本身形塑性別的過程,依然付之闕如。本研究首先對學校組織中立性的假設提出質疑,並進入一所中學作探索性的研究,從訪談與觀察資料重新抽絲撥繭,看學校如何透過製造性別差異的論述,如何透過「強」與「弱」的定義形成學校組織的階層化;再以男/強、女/弱的差異性別特質,作為職業隔離的依據,由此也產生行政與教學的科層之分。即使在行政領導內部,又因工作內涵的性別化特質,再度產生區分、隔離與階層化現象。透過學校各種論述及制度安排的重新檢視,本文指出在學校制度表面上的平等的背後可能隱藏更性別化的本質。
Gender education has been emphasized in Taiwan in recent years. Related research undertaken such as textbook-reviewing and teachers' gender consciousness conceivably has pointed out potential problems as to gender in education. The process of shaping gender in a school per se has not yet being explored. This paper thus aims to elaborate how school authorities produces/reproduces stratification of school organisation through the differentiation of men-strong/women-weak and through the segregation of educational work. The examination of school discourses and arrangements demonstrates the underlying gendered nature of a school culture.