A study of family factors and school factors on the influence of sex roles for Elementary school students in Taiwan.

• Main Authors: Tzeng Wen Jian, 曾文鑑
• Other Authors: 何秀珠
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/81757741791428673999

碩士 === 國立新竹師範學院 === 國民教育研究所 === 89 === The main purpose for this study of Taoyuan, Hsinchu, and Miaoli Elementary School students is to: 1) investigate into the current status of sex-role types, 2) probe into trends in grade level development of sex role characteristics, 3) understand the relationship of family and school factors towards the sex-roles of Elementary School students, 4) analyze the level of influence that family and school factors play in the development of sex-roles, 5) provide suggestions as resources for sex-role topic related Elementary student education and family guidance. This study has established the following measurement tools in order to assist in accomplishing the above-explained purposes: “Child Sex-role Inventory,” “Parental Sex-role Inventory,” “Teacher Sex-role Inventory,” “Peer Acceptance Inventory,” “Parent Upbringing Sex-role attitude Questionnaire,” and “Teacher Sex-role Stereotypes Survey.” A separate-layer collection sampling method has been used to draw out 1231 valid surveys (649 males and 582 females) from 2nd to 6th grade students at 9 different Elementary Schools in the Taoyuan, Hsinchu, and Miaoli districts. After this a SPSS (Statistical Processing Software Set) was used to run descriptive statistics , two-way ANOVA, three-way ANOVA, Chi-Square analysis, linear regression analysis and trend analysis, with the following results: A.Characteristics of Elementary School Student Sex-Roles─ 1.As far as age is concerned, males possess tendencies toward positive male characteristics, positive female characteristics, and negative male characteristics, while females possess tendencies in all four sex-role characteristics. 2.The sex-type and sibling situation of students clearly influence child sex-role development. 3.Boys and girls from families with higher economic and social status have higher tendencies toward positive male and negative female characteristics than boys and girls from families with lower economic and social status. 4.Parental upbringing sex-role attitudes influence positive characteristics, and have no influence on negative characteristics. 5.The interaction between the student’s sex and the father’s positive or negative sex role types; the interaction between the student’s sex and the mother’s positive or negative sex-role type; and the interaction between the teacher’s positive and negative sex-roles types play an influential role in Elementary school student sex-role characteristics. 6.There is no clear difference shown by the influence of student and teacher sex roles in the “positive male characteristics”, “positive female characteristics”, “negative male characteristics”, and “negative female characteristics” of Elementary School students. 7.The interaction between a teacher’s sex and teacher sex-role stereotypes impression influence negative sex-role characteristics of Elementary School students. 8.The teacher’s sex is a very important factor in influencing female student negative male sex characteristics. 9.The interaction between age and peer acceptance influence “positive male characteristics”, “positive female characteristics”, “negative male characteristics”, and “negative female characteristics”. B.Elementary Student Sex-Roles Types 1.Parental positive sex-role types, peer acceptance, the sex of the student, grade and teacher positive sex-role types all more significant roles in influencing the positive sex-role types of Elementary School students. Parental negative sex-role types, peer acceptance, the sex of the student, grade, and the sex of the teacher all play more significant roles in influencing the negative sex-role types of Elementary School students. 2.Parental sex-role types is the most important element in influencing child sex-role types. 3.In the positive sex-roles types, if the parent or teacher sex-role types is androgynous then it is more likely for a child or student to be androgynous. If the parent or teacher sex-role types is undifferentiated then a child or student is more likely to be undifferentiated . In the a negative sex-role types, if parent sex-role categorization is androgynous then a child or student will be more likely to be androgynous. If parent sex-role types is undifferentiated then child sex-role types will most likely be undifferentiated. 4.Peer acceptance has a large influence on and is strongly connected to the student’s positive or negative sex-role types. 5.Economic and social status also have a large influence and are strongly connected to positive sex-role types, but have no influence on negative sex-role types. 6.In respect to sex-roles types, both males and females carry tendencies towards their respective sex-role types. 7.Grade levels influence positive and negative sex-roles types. C.Projection Analysis for Elementary School Student Sex-role Characteristics 1.Positive male sex-role characteristics can be explained the strongest by mothers with male sex-role characteristics. Positive female sex-role characteristics can be explained the strongest by fathers with positive male sex-role characteristics. negative male sex-role characteristics can be explained the strongest by fathers with negative male sex-role characteristics. negative female sex-role characteristics can be explained the strongest where mothers have negative female sex-role characteristics. 2.Family-related factors, especially the sex-role characteristics of parents, are still the primary factors in influencing the sex-role characteristics of 2nd to 6th grade Elementary School students and are further the primary source of changes in their sex-role characteristics. 3.The model affect of parents and teachers seemingly includes both positive and negative models and is influenced by the overall sex-role characteristics of parents and teachers. 4.School-related elements play an increasingly important role in positive male sex-role characteristics, positive female sex-role characteristics, and negative female sex-role characteristics as grade level increases. 5.There is a difference between the factors influencing sex-role characteristics development for males and females.