性別平等教育法校園實施之現況---以宜蘭縣為例

Gender Equity Education Act Enforced in Campus---Take Yi-Lan County For Example

李怡君

指導教授 ： 林安邦

國立臺灣師範大學/教育學院/政治學研究所在職進修碩士班/碩士(2008年)

摘要

本研究旨在探討性別平等教育法校園實施之現況－以宜蘭縣為例，本研究之研究目的有四：ㄧ、探知承辦人員對性別平等教育法之內涵認知情形。二、探究性別平等教育法執行現況與成效。三、發現性別平等教育法執行之缺失與困境。四、瞭解承辦人員對執行性別平等教育法之需求。五、歸納研究之發現，提供性別平等教育法未來執行之建議與方針。研究方法主要採文獻探討法與問卷調查法，以宜蘭縣立公立國民中學性別平等教育業務承辦人員為研究對象進行普查，以電腦統計軟體SPSS12.0 進行統計分析，包括次數分配、平均數、標準差、單因子變異數分析等統計方法處理統計資料。
本研究得到以下結論：一、性別平等教育法實施下校園現場所面臨性別解構二、在性別平等教育法校園實施之現況部分發現承辦人員在性別平等教育法內涵認知、執行層面及困境與需求之認同上皆呈現中上程度。三、不同背景變項之承辦人員對性別平等教育法在認知、執行及困境育需求三方面的差異情況：就不同個人背景變項而言：
（一）不同生理性別，在性平法之認知、執行及困境與需求三方面皆有顯著差異
（二）不同年齡，在性平法之執行與困境與需求上具有顯著差異
（三）不同教育程度，在性平法之認知、執行及困境與需求上有著顯著差異
（四）不同教育背景，在性平法之認知及困境與需求上有顯著差異
（五）不同在校職務，在性平法之認知、執行及困境與需求上呈現顯著差異
（六）不同承辦性平業務年數，在法的執行上及困境與需求上有顯著不同的意見
（七）不同進修次數，在性平法之認知、執行及困境與需求三方面皆有顯著差異
（八）不同專長領域，在性平法之認知及困境與需求上有顯著差異
（九）不同學校規模，在性平法之認知、執行、困境與需求三方面皆有顯著差異
（十）不同學校所在地，在性平法認知、執行、困境與需求三方面皆有顯著差異

根據以上結論，本研究提出以下建議：一、對中央教育行政機關的建議：（一）以試辦性質將性別議題直接呈現於教科書中、（二）規劃完善的通報表揚制度、（三）改變傳統紙本評鑑模式、（四）、聘請優良講師巡迴演講、（五）、在師資培育體系設立調查性侵害及性騷擾的專業認證、（六）規範正式教師每年需有性別平等研習時數。二、對縣級教育行政機關的建議：（一）設置性別平等教育法律諮詢機構、（二）慎選性別平等教育委員會之委員、（三）提供E化平台強化服務內容、（四）教師進修研習需分層實施、（五）增加預算改善校園的性別空間。三、對性別平等教育業務承辦人員的建議：定期參與研習，強化性別敏稅度，並期許自己以性侵害性騷擾專業調查人員自立。四、對學校的建議：強化行政單位橫向聯結與強化校內性別平等教育之研習。五、對後續研究之建議：分別在研究對象、研究變項、研究內容與研究方法上提出未來步研究之參考

關鍵字

性別平等教育 ； 性別評等教育法

並列摘要

The study is meant for a close look at Gender Equity Education Act enforced in school campus—taking Yilan County as an example, the study possesses four purposes. First, the understanding and recognition of Gender Equity Education Act is measured, mainly those who undertake the Act. Second, the enforcement and effect of Gender Equity Education Act is discussed. Third, it is to find out the flaws and challenges of Gender Equity Education Act. Fourth, it is going to see into the needs of those who undertake Gender Equity Education Act. In the end, concluding the finding of this study, it is about to offer suggestions and guiding principles when enforcing Gender Equity Education Act in the future.
The research methods mainly involve documentary research and questionnaire, which is based on people who undertake Gender Equity Education Act in Yilan public high schools by means of the computer program SPSS12.0 to do calculation and analysis, including frequency distribution, average, standard deviation, one way ANOVA, and so on.
This study concludes as following: first, under Gender Equity Education Act, gender, the campus is confronted with gender deconstruction. Second, when Gender Equity Education Act is enforced on campus, people who undertake the Act are found highly in recognition with its awareness, administration, obstruction, and requirement. Third, those who are in charge of Gender Equity Education Act have different conditions toward the awareness, administration, obstruction and requirements of the Act, which are listed below：
1. People of different genders have obvious differences in all the awareness, administration, obstruction and requirements of the Act.
2. People of different ages have obvious differences in the administration, obstruction and requirements of the Act.
3. People of different education have obvious differences in the awareness, administration, obstruction and requirements of the Act.
4. People of different backgrounds have obvious differences in the awareness, obstruction and requirements of the Act.
5. People of different school positions have obvious differences in all the awareness, administration, obstruction and requirements of the Act.
6. People of different working experiences have obvious different opinions in the administration, obstruction and requirements of the Act.
7. People of different further training courses have obvious differences in all the awareness, administration, obstruction and requirements of the Act.
8. People of different fields have obvious differences in the awareness, administration, obstruction and requirements of the Act.
9. People of different school scales have obvious differences in all the awareness, administration, obstruction and requirements of the Act.
10. People of different school locations have obvious differences in all the awareness, administration, obstruction and requirements of the Act.
Based on the above conclusions, the study proposes the following advice: first, advice for central education administration: (1) try to present gender issues directly in the textbooks (2) draw out complete informing and commending system (3) replace traditional paper evaluation form (4) hire excellent lecturers to deliver speech all around (5) set up professional verification regarding sexual assault and sexual harassment in teachers training system (6) regulate formal teachers to take courses on gender equity each year. Second, advice for education administration in counties： (1) set up gender equity education Act consulting agency (2) carefully choose gender equity education committee members (3) provide E-access and reinforce services (4) delaminate teachers’ further training courses (5) increase budget to improve gender spaces in schools. Third, advice for people in charge of gender equity education：attend courses regularly, reinforce gender sensitivity, and establish expectation as a professional researcher in sexual assault and sexual harassment. Fourth, advice for schools： reinforce connection between administration agencies and intensify courses on gender equity education within schools. Fifth, advice for the following study： propose references for future study respectively in research target, research variables, research content, and research methods.

並列關鍵字

Gender Equity Education ； Gender Equity Education Act

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