大學生性平意識與性平教育實施知覺研究—以某國立大學為例

Abstract

本研究旨在探討某國立大學學生性平意識與性平教育實施知覺的關係，以個人背景變項、性平教育參與經驗、性平意識對性平教育實施知覺進行探究。本研究採用混合研究設計，首先採取量化研究問卷調查法，蒐集有效樣本1,006份，以描述性統計、單因子變異數分析、階層迴歸分析的統計方法進行分析，並運用IPA「重要―成功」模式，將性平教育實施知覺分為四個象限。質性研究再以量化研究結果，做為焦點團體訪談的訪談大綱，探究學生對該校性平教育實施四個象限的認知。茲將本研究發現分述如下： 一、學生性平意識高；女生對性平意識各因素高於男生；一年級學生對公平性別權力實踐意識高於二、三年級學生；教育學院、文學院學生對性平意識各因素高於理學院、社科學院學生；性平教育參與經驗得分高的學生對性平意識各因素分別高於得分中與得分低的學生。 二、學生對於性平教育實施重要程度認知偏高；女生對性平教育實施各因素重要程度的認知高於男生；教育學院、文學院學生對性平教育實施各因素重要程度的認知高於理學院、社科學院學生；性平教育參與經驗得分高的學生對性平教育實施各因素重要程度的認知分別高於得分中與得分低的學生；性平意識高的學生對性平教育實施各因素重要程度的認知高於意識中與意識低的學生。 三、學生對該校性平教育實施成功程度認知偏中；女生對校園氛圍營造成功程度的認知高於男生；一年級學生對整體性平教育實施、空間規劃成功程度的認知高於四年級學生；性平教育參與經驗得分高與得分中的學生對活動推廣成功程度的認知高於得分低的學生；部份性平意識高的學生對部份性平教育實施成功程度的認知高於意識中與意識低的學生。 四、個人背景變項、性平教育參與經驗、性平意識等三區組階層迴歸模式，對性平教育實施重要程度認知的解釋力分別為4.9%、9.4%、43.9%；對性平教育實施成功程度認知的解釋力分別為.04%、.03%、1.7%。 五、運用IPA分析學生對該校性平教育實施重要、成功程度認知的大小差距，排序為行政運作、空間規劃、課程設計、校園氣氛營造、活動推廣。 六、運用IPA分析學生對該校性平教育實施重要、成功程度的認知分為四個象限，分別為重要但不成功共5項亟需改善，重要且成功共8項成功因應，不重要且不成功共8項無需要求，不重要但成功共4項過於投入，並運用焦點團訪談，探討學生對該校校性平教育實施重要、成功程度的認知。 最後本研究針對研究學校相關單位、教師、學生，以及未來研究提出具體建議。

The purpose of this study is to explore the relation between university students’ gender equity consciousness and awareness for the practice of gender equity education of a national university, and to explore the implementation perceptions of gender equity education by individual background variables, participation experience in gender equity education, and gender equity consciousness and awareness. In this study, a mixed research design was adopted. Firstly, a quantitative research questionnaire was used to collect 1,006 valid samples. The statistical methods of descriptive statistics, one-way ANOVA and hierarchical regression analysis were used to analyze and IPA “importance–performance analysis (IPA)” model was also used. The practice of gender equity education is divided into four quadrants. Qualitative research is based on the quantitative research results as an interview outline for Focus Group Discussion, and to explore students' perceptions of the four quadrants of the school's gender equity education. The findings of this study are described as follows: First, the gender equity consciousness of the students' is high; girl students' gender equity consciousness is higher than that of boys’; freshmen have higher awareness of gender fair practices than sophomores and juniors; College of Education’s and College of Arts’ students have higher awareness than College of Science’s and College of International Studies and Social Science’s; students with higher participation experience scores in gender equity education have higher gender equity consciousness and awareness than those with lower scores. Second, students have a high degree of cognition about the importance for the practice of gender equity education; girl students have higher awareness of the importance of various factors in the implementation of gender equity education than boy students’; College of Education’s and College of Arts’ students have higher degrees of cognition than College of Science’s and College of International Studies and Social Science’s; students with higher participation experience scores on cognition of various factors in gender equity education have higher practice of gender equity education than those with lower scores; students with higher gender equity consciousness and awareness on cognition of various factors in the implementation of gender equity education are higher than those with lower scores. Third, the students have a moderate degree of cognition about the performance of the school's gender equity education; girl students’ awareness of performance of the campus atmosphere is higher than that of the boy students’; freshmen have higher awareness of the overall implementation of gender equity education and campus spatial planning than seniors’; students with higher cognition of activities performance in the implementation of gender equity education are higher than those with low cognition. Partial students with higher gender equity consciousness and awareness on the degree of cognition about the performance of the gender equity education are higher than those with lower scores. Fourth, individual background variables, gender equity education participation experience, gender equity consciousness and awareness, and other three-group hierarchical regression model, the interpretation of the importance of gender equity education implementation is 4.9%, 9.4%, and 43.9%; the explanatory power on the performance of the gender equity education is .04%, .03%, and 1.7%, respectively. Fifth, IPA was used to analyze the gaps in the importance and performance of students' cognition of the school's gender equity education, ranking into administrative operations, campus spatial planning, curriculum design, campus atmosphere creation, and activities performance. Sixth, IPA was used to analyze students' cognition of the importance and performance of the school's gender equity education, and the research results are divided into four quadrants. On the quadrant of importance but non-performance, a total of 5 items need to be improved, and on the quadrant of importance and performance, 8 items respond successfully. On the quadrant of non-importance and non-performance, a total of 8 items do not need to be required and on the quadrant of not being importance but performance, a total of 4 items input too much, and Focus Group Discussion was used to explore students' cognition of the importance and performance of the school's school-level gender equity education. Finally, this study proposes specific recommendations for research-related units, teachers, students, and future researches.

Keyword: gender equity consciousness and awareness, importance–performance analysis (IPA), participation experience in gender equity education, practice of gender equity education