兒童的文化性別界限與學業成就領域之相關研究

The Relationship between Cultural Gender Boundaries and Academic Achievement in Different Domains in Elementary School-aged Children

陳玉玲(Yu-Ling Chen) ； 王明傑(Ming-Chieh Wang)

《南台人文社會學報》 9期 (2013/05) Pp. 125-154

摘要

國內先前研究主要是藉由檢視教材內容，或者透過男生與女生的學業成就相等的觀點，來探究是否達到性別平等，但這卻忽略了兒童文化認同對其文化性別界限的影響性。因此，本研究主要是了解國小兒童「文化性別界限」在學業成就中的重要性。本研究以「兒童性別角色量表」上的得分做為兒童性別認同的指標，分別為男性氣質、女性氣質、雙性氣質和氣質未分化等四個層面。研究結果發現主要有四：第一，不同性別的性別認同類型的分配情形有差異存在；第二，不同性別的兒童在國語、數學、社會和自然與生活科技的學業成就領域皆未達顯著差異；第三，在不同性別認同類型的兒童在數學領域的學業成就方面有差異存在，且男性特質在數學領域的學業成就方面大於女性特質。針對本研究結果，本研究提出教學及研究建議。

關鍵字

文化性別界限 ； 性別認同

並列摘要

Previous research has established the importance of gender equity through an equity intervention program developed and the academic achievement gap between the genders. But the viewpoint neglects the transcending of the boundaries of cultural identity. Therefore, this study examines that the significance of cultural gender boundaries on academic achievement in different domains in elementary school-aged children. This study is based on the survey of Bem Sex Role Inventory. It characterizes children’s personality as masculine, feminine, androgynous, or undifferentiated. Results indicate that there are significant differences between the distributions of different gender role identity types. Secondly, there are no academic achievement differences in different domains between the genders. Thirdly, there is mathematics achievement gap between the different gender role identities. With higher mathematics achievement is associated with masculine personality. Based on the results, the suggestions are proposed for teaching and future researchers.

並列關鍵字

cultural gender boundary ； gender identity