本研究在探討大學生參與性別教育課程經驗、參與性別教育活動經驗與性別意識概況,依據修習性別相關課程學生的不同個人背景變項分析參與性別教育經驗在性別意識之差異性,藉以進一步提出參與性別教育經驗對性別意識之解釋力,並根據上述研究結果,提供逢甲大學推動性別教育課程與性別教育活動參考。本研究以逢甲大學修習性別教育相關課程學生為對象進行問卷調查。於課堂發出正式問卷452分,有效問卷415分,回收率為91.8%。所得資料以統計方法進行分析,研究結果如下:一、學生參與性別教育課程經驗關切度中上,參與性別教育活動經驗關切度普通,略低於前者,學生普遍自認為性別意識高;二、不同性別、不同年級的學生在性別意識上無差異;三、學生參與性別教育課程關切度高者其性別意識均高於關切度中者與關切度低者,關切度中者又高於關切度低者;參與性別教育活動關切度高者其性別意識高於關切度中者與關切度低者;四、學生參與性別教育課程經驗、參與性別教育活動經驗為解釋性別意識的變項,其解釋力共17.9%,且參與性別教育課程經驗的解釋力高於參與性別教育活動經驗。
The study is focused on the relationship between gender education and gender consciousness of college students. According to the variables of students’ individual backgrounds, the analysis is aimed to assess the predictability of gender educational experiences in gender consciousness. The subjects in this research are students who attend gender education courses at Feng Chia University. The result will be provided to this university as a reference to promote gender education. 452 questionnaires in total are distributed and 415 therefrom are valid. The effective response rate counts to 91.8%. The results of the statistical analysis are as follows: (1) The motivation of students’ participation in gender education courses is above average-grade and in gender education concerns moderate-grade. Generally, the students consider themselves with strong gender consciousness; (2) The gender consciousness of students is not influenced by their sex and class-grades; (3) The higher motivation the students in participating gender education courses and gender education activities involve, the stronger gender consciousness they have; (4) The students’ experiences of participation in gender education courses and gender education activities are the significant predictors of gender consciousness. Its predictability is 17.9%, and the predictability of gender education course is higher than the gender education activities’.