女性教師文化之探討：女性主義的觀點

The Cultures of Female Teachers: Feminist Perspective

李曉蓉(Hsiao-Jung Li)

《幼兒保育學刊》 1期 (2003/08) Pp. 39-64

https://doi.org/10.6433/JCC.200308.0039

摘要

十八世紀末葉與兩次世界大戰期間，女性進入學校教育領域，自此教職工作以女性教師佔大多數，即所謂的「女性化」。本研究旨在藉由女性主義觀點，顛覆男流意識形態，重建女性教師之文化。首先，本研究溯及女性進入學校教育之歷史脈絡。進而，以社會、家庭、特質與經濟四項因素，探究女性教師為何選擇教職工作。再以女性教師於教學情境與文化與遭逢的難題及困阨，承諾、昇遷、薪資、婚姻與工作態度五個構面，重建與解讀女性教師文化之多元風貌。最後，自女性主義觀點解釋父權社會中女性教師文化，即父權社會技能之建構化、教學文化性別之分工化、男性主流文化社會規範之複製化、以及女性教師工作半專業化與邊緣化。

關鍵字

女性教師 ； 女性教師文化 ； 女性主義

並列摘要

The feminization of teaching began during the Industrial Era from the late 1700s. The labor market structure shifted, that is, social, familial, characteristic, and economical factors made teaching highly feminized. Teaching is as women's work because most teachers are women. The influence of the female stereotypes links the social devaluation of teaching to its feminization. there remains persistent gaps between female teachers and male ones, such commitment, wages, promotion, marriage, and attitudes for working. On the other hand, it can be the best way to understand what the cultures of female teachers are. Feminists have shown not only how patriarchal ideology, sexual division of labor, male bias and teaching as semi-profession occur within school teaching and appear to place women in a disadvantageous position, but also female teachers have no voice and many are unaware of their conditions. Feminism has suggested raising expectations for women and new understandings of female teachers, seeking to clarify why women teach and to examine the unique teaching cultures of them.

並列關鍵字

culture ； female teachers ； feminist perspective