性別角色對中學男性教師的影響──以桃園縣某中學為例

Gender role's impact on male teacher in high school - -One high school in Taoyuan County is as the example

林玉雯(Yu-Wen Lin)

指導教授 ： 劉阿榮

國立臺灣大學/社會科學院/國家發展研究所/碩士(2006年)

https://doi.org/10.6342/NTU.2006.00011

摘要

由於傳統性別角色社會化的結果，往往造成性別職業隔離的現象。本研究以男性的視角為出發點，針對桃園縣某中學中的五位國中和五位高中男性教師做性別角色和教師角色覺知的比較，從中了解其任教前的性別覺察受社會傳統價值觀的影響程度。且進一步探究男性教師進入性別職業隔離的工作場域，是否會產生性別角色與教師角色間的衝突；以及當中學男性教師任教前的性別角色覺知與工作環境中的性別職業隔離現象交互作用，其將如何重新反思傳統性別角色，而生成出工作場域中的性別意識。

本研究採紮根理論研究法來探究主題，先以半結構式的深入訪談法蒐集資料，再以開放性譯碼與主軸譯碼來挖掘概念，並聚攏概念為三範疇──「任教前的性別角色建構」、「工作場域中的性別意識」與「教師工作的認同」。三範疇關係為中學男性教師任教前的性別覺察在社會化過程中受傳統性別角色影響，而成為性別角色覺知的來源。帶著這樣的性別覺察進入工作場域後，中學男性教師任教前的性別角色覺知與工作環境中的性別職業隔離現象交互作用，重新反思傳統性別角色，而生成出工作場域中的性別意識。並承接工作場域中型塑的性別意識，重構教師角色，且設法增進教師工作的發展性，以提升對教師工作的認同。

歸納研究結果如下：

1.中學男性教師選擇教職的環境脈絡缺乏傳統性別角色的鑲嵌，任教前的性別覺察與選擇教職的脈絡面向無因果關係。
2.曾任教國中的男性教師對於性別特質區隔感較深。
3.「受養護組織」的特質與「人治行政參與的結構設計」隱藏性別角色對中學男性教師的影響。
4.中學男性教師不認同教師為女性化工作，不認同的原因散佈在性別覺察與男性性別意識間。
5.教師角色的定位來自實務工作的體驗，兼顧廣佈性與專門性角色，且試圖將情感性的特質轉化為工具性特質。
6.一般大學畢業的男性教師工作滿意度較高；在職業階級觀引導下而投入教職工作者，易在性別角色與工作體驗交互作用下產生工作失落感，而規劃轉換跑道。
7.中學男性教師進修的目的是增進教師工作的發展性，而非累積資本往上爬。
8.外來刺激造成的性別角色與教師角色間衝突，可透過個人興趣與教師角色的折衷評估來增強性別意識，以解決衝突。

針對研究結果提出以下建議：

1.給尚未投入教職而想投入教職的男性準教師
（1）釐清投入教職的原因，避免落入視教職為鐵飯碗的職業階級觀之動機。
（2）透過性別相關課程檢視個人性別角色覺知，減低性別角色刻板印象與工作場域的結合。
（3）把握實習機會，觀察整體教職場域的文化，平衡理想（教師角色）與現實（個人特質）的落差。
2.給已投入教職的男性教師
（1）主動參與性別課程，時時檢視個人性別意識，注意隱性課程的潛移默化。
（2）提升教師工作的認同時，教師角色的情感性特質需轉化為工具性特質。
（3）了解性別職業隔離的原因，避免外來的刺激與個人性別角色刻板印象交互作用而產生對教師角色的質疑。

關鍵字

性別角色 ； 教師角色 ； 性別職業隔離 ； 性別刻板印象 ； 紮根理論研究法 ； 男性研究

並列摘要

The fact that the traditional gender role is socialized, often causes the phenomenon of the occupational segregation by sex. This research starts from male teacher’s viewpoint to explore gender role and teacher role by comparing five junior high school male teachers with five senior high school male teachers.（Two groups of male teachers serve in the same high school in Taoyuan County.）This research will try to figure out to what extent that male teacher’s gender awareness was influenced by social traditional values. The research investigates what will happen after high school male teacher entering the working field where the occupational segregation by sex exists. Whether high school male teacher suffers the conflict between gender role and teacher role or not? How does he reflect on the traditional gender role and shape his own gender consciousness in the working field when he experiences the interaction of their gender role before teaching and the occupational segregation by sex in the working environment.

The grounded theory method was used to explore this subject. In this research, we collect materials with semi-structural in-depth interview first, and then excavate the concept with the open coding and axial coding, grouping of the concept as three categories--“structuring the gender role before teaching”, “the gender consciousness in working field” and “the identity of the teachership”. The relationship among three categories is that the gender awareness of male teacher in high school before teaching is influenced by traditional gender role in the socialized course, and becomes the source of the gender role. Entering the working field with such gender awareness, high school male teacher experience the interaction of their gender role before teaching and the occupational segregation by sex in the working environment. Then he reflects on the traditional gender role and shapes his own gender consciousness in the working field. According to the gender consciousness, the male teacher in high school restructures the teacher role and improves the development and identity of the teachership.

Conclude the result of research as follows:

1.The environmental context in which the male teacher in high school chooses teaching career lacks the inlay of the traditional gender role, and that and gender awareness before teaching has very little to do with his choose.
2.The male teacher who ever taught in junior high school has the deep separate sense to gender characteristic.
3.The domesticated characteristic and the structure about people-oriented participation in educational administration conceal the impact of gender role on male teacher in high school.
4.The male teacher in high school doesn’t agree that teaching is female work, and his reason scatters between the gender awareness and gender consciousness.
5.The identification of the teacher role comes from working experience, including comprehensive and professional role, and attempts to turn expressive characteristic into the instrumental characteristic .
6.With regard to the feeling of satisfaction in working, male teachers who don’t graduate from university of education show a relatively high degree of it. Male teachers who are guided by the occupational class view to step into teaching career are apt to suffer the sense of loss in working. Then, they plan to change their career path.
7.The purpose that the male teacher in high school pursues a higher degree is to facilitate the development of the teachership, but not to accumulate the capital and climb up.
8.In order to solve conflict between gender role and teacher role that results from external stimulus, we can evaluate the conflict through personal interest and teacher role and to strengthen gender consciousness .

Several suggestions can be drawn from this study:

1.To male teacher-will-be
(1)Make sure the reason why he/she wants to be a teacher and prevent the drive of the occupational class view which considers teachership as secure job.
(2)Reflect the personal gender role awareness through related gender curriculum and reduce the linking between sex-role stereotype and working field.
(3) Catch the chance of practice, and observe the whole culture in teaching field and bridge the gap between the ideal (the teacher role) and reality (personality) drop.
2.To male teacher-have-been
(1)Participate in gender course actively, often reflect personal gender consciousness and pay attention to the invisible influence of the recessive course imperceptibly.
(2)While improving the approval the teachership identity, turn the expressive characteristic in teacher role into the instrumental characteristic.
(3) Understand the reason where occupational segregation by sex comes from and to prevent the interaction between the external stimulus and personal sex-role stereotype to rise doubt on teacher role.

並列關鍵字

gender role ； teacher role ； occupational segregation by sex ； sex-role stereotype ； grounded theory method

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