高中女校教師因應學生同儕衝突之策略研究─以杏雨女中為例
Abstract
本研究指在探討單一性別環境下，高中女校學生的同儕衝突原因，並了解女校教師在此學校環境下對學生同儕衝突之因應策略，受到社會性別意識影響的表現為何。為達到上述目的，本研究採質性研究取向，訪談我國某所女中（化名為杏雨女中）的12名在職教師與10名畢業學生，並廣泛蒐集與學生同儕衝突、教師因應學生同儕衝突的相關文件。經過近一年的研究，研究者歸納以下幾點結論：
一、 杏雨女中學生在單一性別環境中的衝突原因，分別為「悖於性別期待」、「破壞集體形象」、「擾動和諧一致」及「裂解傳統典範」，具有受性別意識制約的傾向。
二、 學生同儕衝突的運作受到性別意識影響，使得誤會難解、衝突醞釀期長、過程中同儕結黨結派而難解。
三、 杏雨女中教師覺察學生衝突的資訊上，主要採取被動式社群平台及週記的交流、主動式養小鬼及午餐約會等手段，於檯面下蒐集衝突資訊。
四、 杏雨女中教師在學生同儕衝突的因應策略上，分別採取「威權管理」、「溝通協調」及「暫緩處理」的手段。
（一）威權管理的使用，多僅限於衝突有觸法疑義、家長介入、衝突規模較大等衝突情境。運用上易因強勢介入，而忽略學生立場及感受、忽略需於法有據且往往越俎代庖淪為保姆。研究者亦發現男性教師對該策略多避諱使用。
（二）溝通協調適用於多數女校同儕衝突的情境，該策略以「搭建溝通橋梁」、「搭建下台階」及「讓學生感受同理」為主要特色。
（三）暫緩處理在採用上，因應情境主要呈現兩種觀點。其一在小規模人際衝突中，教師多視衝突為「成長之必然」，而採用暫緩處理策略。其二，在社團衝突中，教師則多排除自己處理的責任、低估自己處理的能力，而消極地暫緩處理。
五、 杏雨女中教師在處理學生同儕衝突時，因教師背景的不同，策略採用上有所差異。
（一）女學生並未規避在衝突議題上尋求男性教師協助，但男性教師卻普遍性地自我排除，而在學生衝突議題上淪為他者。
（二）行政與專任教師亦多將學生衝突的責任劃歸為導師，而排除自己的參與；且擔任學務工作的行政教師，也因長期接觸的衝突類型，使其對學生衝突的想像偏向單一化。
（三）學科屬性上，並未發現與因應策略的顯著傾向。僅公民與社會科，因學科屬性與衝突因應策略較為相關，教師有顯著導入法律內涵、重視多元視角、尊重性別平等與差異、強調客觀事實及思辨的傾向。
（四）年資方面，並未發現與因應策略的顯著關聯，惟多數教師皆肯認時間淬鍊對自身因應學生衝突能力的正向價值。
（五）惟教師背景與因應策略間之差異，仍有待後續研究進一步釐清。
六、 杏雨女中教師與學生一樣，皆受單一性別學校環境之社會規範影響，在因應策略上反映出「女學生的同儕衝突為芝麻綠豆之事」及「女性需安撫勝於仲裁」的順從性別觀。七、 杏雨女中教師順性而教的背後，無形間也再製社會規範，傳遞了「女性的衝突難登大雅之堂」、「女性在面對衝突時應隱忍」、「女性在衝突中不必爭對錯輸贏」等觀念，進而維持並強化了性別意識。八、 從杏雨女中教師對於學生同儕衝突的觀點、覺知方式及因應策略，可發現其可能為社會性別意識再製的推手。
The study aimed to investigate the reasons behind peer conflicts amongst students in girls' high school and understand teachers' conflict coping strategies and their performances influenced by the social gender awareness in this single-gender educational setting. For the aim, qualitative research approaches were utilised in the current study. 12 teachers and ten graduate students were recruited for interviews from one selected girls' school (pseudonym, Xing Yu Girls' High School) Relevant and extensive documents about peer conflicts and teachers' conflict coping strategies were collected. The study has been conducted for nearly one year. The researcher has summarised the following conclusions:1.There were four reasons of conflicts observed in Xing Yu Girls' High School which were "contrary to gender expectation", "destroy group image", "destabilise harmony", and "ruin the traditional role model". All seemed to be influenced by gender awareness. 2.Peer conflicts that occurred among students were influenced by gender awareness, which was hard to resolve and took a long period to emerge. In the process, various smaller groups would be seen among peers, which were challenging to manage. 3.Teachers used passive approaches to collect students' conflicts, including social media and the weekly diary. They also actively arranged lunch meetings with students or had "informants" to collect unseen information. 4.Teachers applied three strategies to cope with student's conflicts, which were "authoritarian management", "communication and negotiation", and "postponement ". 1)authoritarian management was typically used in scenarios with potential illegal behaviours, parents' involvementor serious conflicts. Hence, students’ circumstances and feelings and the related regulations tended to be ignored when applying this strategy as it stood for superior authority and arbitrary intervene. Teachers tended to play the role as child minders.The researcher also found that male teachers were reluctant to use it.2)Most teachers preferred to communicate or negotiate with students. The main feature of this strategy is to offer “communication channels”, “reasonable and empathic explanations” to students.3)There were two main situations when utilising the postponement strategy. First, when teachers assumed the conflicts occurred as the natural products of students’ growth and the conflicts were not serious. Second, this strategy was often seen in dealing with conflicts between students' clubs as teachers weren’t willing to take on receptibility or underestimated their conflicts management competence. 5.Teachers with different backgrounds applied different strategies to manage students' conflicts in Xing Yu Girls' High School. 1)Female students would seek out help from teachers regarding their genders. Male teachers usually would avoid engaging in any students’ conflict management. 2)The administrative staff and subject teachers often assumed that the form teacher was responsible for managing students' conflicts. As a result, they refused to get involved. Teachers who also took on roles in the students' affairs office typically had a fixed image of student conflicts due to a long exposure to students' conflicts. 3)In terms of various academic disciplines, no significant differences were observed associated with coping strategies, with one exception. The civics and social science teachers typically came to the conflicts from the viewpoint of laws, emphasised diverse viewpoints, respected gender equality and differences, stressed subjective truth and critical thinking.4)Concerning the length of service, no significant differences were found associated with coping strategies. However, most teachers acknowledged the positive value associated with the length of service and their ability to manage students’ conflicts.5)There is future work to understand the differences between teachers' backgrounds and their conflict coping strategies. 6.Teachers and students in Xing Yu Girls' High School were influenced by social expectations in a single gender school. Females were expected to be obedient in society, which was also shown in these strategies. For example, conflicts between girls were nothing important; when facing conflicts, girls needed comfort rather than fair judges. 7.Teachers in Xing Yu Girls' High School educated students to perform gender-specific behaviours, which represented social expectations in a school setting. Such expectations included conflicts between females that were not considered to be important. Females should tolerate conflicts; reasons and the results of conflicts were not crucial for females. Students had learned, behaved, and even strengthened this gender awareness.8.The perspectives, information collection methods, and coping strategies of teachers in Xing Yu Girls' High School to students' conflicts might once again be the driving force behind the representation of gender structure in society.
The study aimed to investigate the reasons behind peer conflicts amongst students in girls' high school and understand teachers' conflict coping strategies and their performances influenced by the social gender awareness in this single-gender educational setting. For the aim, qualitative research approaches were utilised in the current study. 12 teachers and ten graduate students were recruited for interviews from one selected girls' school (pseudonym, Xing Yu Girls' High School) Relevant and extensive documents about peer conflicts and teachers' conflict coping strategies were collected. The study has been conducted for nearly one year. The researcher has summarised the following conclusions:1.There were four reasons of conflicts observed in Xing Yu Girls' High School which were "contrary to gender expectation", "destroy group image", "destabilise harmony", and "ruin the traditional role model". All seemed to be influenced by gender awareness. 2.Peer conflicts that occurred among students were influenced by gender awareness, which was hard to resolve and took a long period to emerge. In the process, various smaller groups would be seen among peers, which were challenging to manage. 3.Teachers used passive approaches to collect students' conflicts, including social media and the weekly diary. They also actively arranged lunch meetings with students or had "informants" to collect unseen information. 4.Teachers applied three strategies to cope with student's conflicts, which were "authoritarian management", "communication and negotiation", and "postponement ". 1)authoritarian management was typically used in scenarios with potential illegal behaviours, parents' involvementor serious conflicts. Hence, students’ circumstances and feelings and the related regulations tended to be ignored when applying this strategy as it stood for superior authority and arbitrary intervene. Teachers tended to play the role as child minders.The researcher also found that male teachers were reluctant to use it.2)Most teachers preferred to communicate or negotiate with students. The main feature of this strategy is to offer “communication channels”, “reasonable and empathic explanations” to students.3)There were two main situations when utilising the postponement strategy. First, when teachers assumed the conflicts occurred as the natural products of students’ growth and the conflicts were not serious. Second, this strategy was often seen in dealing with conflicts between students' clubs as teachers weren’t willing to take on receptibility or underestimated their conflicts management competence. 5.Teachers with different backgrounds applied different strategies to manage students' conflicts in Xing Yu Girls' High School. 1)Female students would seek out help from teachers regarding their genders. Male teachers usually would avoid engaging in any students’ conflict management. 2)The administrative staff and subject teachers often assumed that the form teacher was responsible for managing students' conflicts. As a result, they refused to get involved. Teachers who also took on roles in the students' affairs office typically had a fixed image of student conflicts due to a long exposure to students' conflicts. 3)In terms of various academic disciplines, no significant differences were observed associated with coping strategies, with one exception. The civics and social science teachers typically came to the conflicts from the viewpoint of laws, emphasised diverse viewpoints, respected gender equality and differences, stressed subjective truth and critical thinking.4)Concerning the length of service, no significant differences were found associated with coping strategies. However, most teachers acknowledged the positive value associated with the length of service and their ability to manage students’ conflicts.5)There is future work to understand the differences between teachers' backgrounds and their conflict coping strategies. 6.Teachers and students in Xing Yu Girls' High School were influenced by social expectations in a single gender school. Females were expected to be obedient in society, which was also shown in these strategies. For example, conflicts between girls were nothing important; when facing conflicts, girls needed comfort rather than fair judges. 7.Teachers in Xing Yu Girls' High School educated students to perform gender-specific behaviours, which represented social expectations in a school setting. Such expectations included conflicts between females that were not considered to be important. Females should tolerate conflicts; reasons and the results of conflicts were not crucial for females. Students had learned, behaved, and even strengthened this gender awareness.8.The perspectives, information collection methods, and coping strategies of teachers in Xing Yu Girls' High School to students' conflicts might once again be the driving force behind the representation of gender structure in society.
Description
Keywords
學生同儕衝突, 因應策略, 性別意識, student's conflicts, coping strategy, gender awareness