| Summary: | 碩士 === 國立高雄師範大學 === 性別教育研究所 === 107 === Single teachers on campus are considered suitable for organizing families and getting married either because of their stable job or because of the pressure of lack of students. The study focuses on “Marriage Persuasion”, a phenomenon which exists on campus, where teachers persuade their single and unmarried colleagues into marriage. By in-depth interviews with 8 single teachers who have had the experience of marriage persuasion, the study would like to analyze the manipulation of gender political behind the act of marriage persuasion and how it affects single teachers in terms of their life and teaching. The following are the findings.
First, those “marriage persuaders” on campus are very often teachers who have already entered marriage, had children, and are usually senior. Their persuasion is mostly out of goodwill, but it still constitutes “Benevolent Singlism”. In their opinion, marriage is a necessary process in life. The act of marriage persuasion passes on a rigid ideology of marriage and family, strengthening and consolidating heterosexual hegemony.
Second, gender differences and even bias still exist in word choices for marriage persuasion. Patriarchal system that highlights the phrase “Men are superior to women” is still being consolidated. For instance, “fertility” is emphasized for single female teachers; as for single male teachers, “patriarchal dividends” is stressed. Moreover, in terms of appearance, male teachers are advised to wear something that shows masculinity, and female teachers should show their feminine side, which still falls into gender stereotype.
These single teachers have come up with various strategies in the face of marriage persuasion. They may completely accept the idea, deny the persuasion, or simply think of excuses or lies to avoid the persuasion. Yet whatever strategy is adopted, the act of marriage persuasion surely has an impact on the self-identification of single unmarried teachers.
Last, the experience of marriage persuasion as well as the values of entering a marriage will become a potential course on campus through teachers’ sharing in class, and all the ideas and concepts will affect students' values. As a result, teachers need to equip themselves with adequate gender sensitivity and avoid copying patriarchal values in teaching so as to create a gender-equality campus.
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