不同世代國小教師性別意識發展歷程與內涵狀態之質性探究—以四位國小教師為例

A qualitative exploration on the development、contents and states of gender consciousness of different generations: Interviewing with four elementary school teachers

林曉玲(Hsiao-Ling Lin)

指導教授 ： 董秀蘭

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2003年)

摘要

本研究旨在探討不同世代國小男女教師性別意識發展歷程與內涵狀態。教師世代的劃分引用歷史世代理論概念，以普為台灣社會帶來巨幅轉變的歷史事件—民國76年的「解嚴」－作為分隔點，將國小教師分為在解嚴前與解嚴後（民國80年代）度過成長期的兩個不同世代。再配合教師年資做一年輕世代及年長世代的區分，其中年輕世代的教師教學年資為5年以內，年長教師的年資則為15年以上。
本研究採取質性深入訪談之方式，訪問四位國小教師，分別為二位年輕世代男女教師，及二位年長世代男女教師。研究結果摘要敘述如下：1.父權中心及異性戀思維之性別經驗影響不同世代國小教師性別意識發展；2.社會性別平等氛圍改變對女性教師家庭養成經驗較有實質影響；3.不同世代女性教師回應同性追求態度有異；4.不同世代教師接觸性別訊息之媒體管道有異；5.不同世代教師會經歷特定年代之性別事件；6.不同世代教師性別意識內涵狀態呈現較高之性別一致性；7.不同世代女性教師性別意識發展與內涵狀態皆受信仰佛教影響；8.不同世代國小教師與女性主義論述皆保持距離。
至於本研究之結論為：以「解嚴」作為國小教師性別意識發展歷程與內涵狀態之世代劃分參照點，有其實質意義存在。但因父權體制持續運作，男女教師位處於不同社會結構位置上，因此使此分隔點對於男性教師較不具參考性，而對於女性教師較具意義。世代差異較大顯明於二位女性教師幼時原生家庭性別教養經驗與性別意識內涵中之性別刻板印象層面，也呈顯在女性教師性別刻板角色之實踐程度。至於男女教師性別平等意識生成與個人特質屬性較有關連，世代因素作用不大。

關鍵字

性別 ； 世代 ； 性別意識 ； 國小女性教師 ； 國小男性教師 ； 性別平等教育

並列摘要

The purpose of this study was to explore the development、contents and states of gender consciousness of elementary school teachers belonged to different generations. This study employed the concept of historical generation to divide teachers into two different generations. The lifting of martial law in 1987 was set to be the dividing point because Taiwan’s society was believed to change enormously after the year. Teachers who grew up in martial law years and have been teaching in elementary schools over 15 years are considered senior generation. Those who grew up after martial law years and teach at the elementary level within 5 years are assumed young generation.
Data was collected through qualitative in-depth interviews with four teachers: two belonged to the senior generation, and the others young generation. Each generation includes one male and one female teacher. Major findings of this study are as follows:
1. The gender experiences of patriarchy and heterosexuality affected teachers’ gender consciousness development.
2. Female teachers’ family cultivation was influenced virtually by the change of society in gender equity atmosphere.
3. Generation differences are found in female teachers in terms of their responses to affection from the same-sex people.
4. Different generation teachers received gender messages through different kinds of mass media.
5. The different courses of generations led to different opportunities for teachers to experience specific gender events.
6. The contents and states of gender consciousness appear consistency in gender dimension, despite the different generations.
7. Buddhism affects different generation female teachers’ gender consciousness development、contents and states.
8. Different generation teachers all show resistance to feminist discourses.
This study then concluded that using the end year of martial law as the dividing point of gender consciousness of different generations is somehow meaningful. However, due to the different gender structural positions in the patriarchy system, the meaningfulness of employing the dividing point of generation regarding gender consciousness was reduced. Besides, the generation differences did appear in female teachers’ family cultivation and the impressions and practice of gender stereotype. Finally, the development of teachers’ gender equity consciousness is related to personal traits and the effect of generation was not very clear.

並列關鍵字

gender ； generation ； gender consciousness ； female elementary school teacher ； male elementary school teacher ； gender equity education