存在學校兩性互動中的性別差異對待--一所茶鄉迷你小學的觀察研究

• Main Author: 許祝齡
• Other Authors: 王大修
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/02576946444066980404

碩士 === 國立台北師範學院 === 國民教育研究所 === 89 === Abstract This research aims to explore what factors causes two different genders (male vs. female) in a school to treat each other discriminately in their social counteraction, to understand how gender anticipation discriminates social treatment in among, and to realize how gender anticipation difference functions in a school bi-sex reaction. Ground research was employed in a tiny primary school in a tiny Taipei County tea-growth country. Teachers and pupils are all main subjects in this research. Through a year, the followings are the conclusions: First, gender treatment discrimination in a school bi-sex reaction still exists obviously. Males showing strong vs. females showing weak, males dominating females, males working outside vs. females working inside, and males being superior vs. females being inferior are still common phenomena. Gender discrimination causes compression to both girls and female teachers. Gender anticipation difference makes pupils forming a peer sub-culture that superiors compress inferiors, bigs bully smalls, and weaks bully weakers. And that makes girl-pupils of grade 1ž becoming the weakest. Second, gender strata in area and school executives enforce gender difference in school education. Tea-growth country still attaches the importance of traditional culture of male values. They still hold gender strata according to gender segregation to work their families. Farming and being remote from big city cause parents’ ignorance of children’s education and life-caring. So, pupils in a tea-growth country are in a inferior education environment. Moreover, gender anticipation difference and doing chores make girl pupils in a tea-growth country being more inferior in education and life-caring. On the other hand, gender strata in school execution and the small scale of the school enforce the male values in this tea-growth traditional culture. And that makes out the gender treatment difference in teacher-pupil mutual reaction and peer social reaction, nor can solve the problems of gender compression which girl pupils and female teachers meet. Girl pupils and female teachers have to become more strong and authoritative to fight against the authority. Girl pupils have to scream out the inferiority to get teacher’s attention. But that also makes gender segregation more clearly in school bi-sex mutual reaction. Accordingly, pupil’s bi-sex treatment and social reaction meet serious problems. Third, the different interest of sex issues between pupils and teachers make out the distortion and agony in bi-sex relationship in school. The difference of sex knowledge and sex attitude between teachers and pupils make the imbalance of sex education because they both do not have the knowledge of gender-equality and mutual trust. Pupils consider teacher’s instruction of gender education as a subject transmission. Outside the classroom, pupils use the double meaning of words and action referencing sex to declare their dominance of gender strata and to fight against teacher’s instruction of gender-equalty.