兩所臺北市性別平等教育績優國民中學之個案研究
Abstract
本研究以個案研究進行，選擇臺北市性別平等教育績優學校做為研究場域，選取學校中推動性別平等教育之要角做為研究參與者；藉由深度訪談輔以文件分析來瞭解學校推動性別平等教育之狀況。本研究旨在瞭解績優學校採取哪些方式提升學生、教師及家長的性別平等意識，並且分析績優學校感受的回饋與遭遇的困境，更進一步探討績優學校如何突破這樣的困境與限制，期待能提供其他學校做為參酌。
根據研究結果，本研究結論如下：
一、績優學校推動性別平等教育之情形
(一) 績優學校推動性別平等教育深受《性別平等教育法》影響
(二) 領導者的觀念影響績優學校推動性別平等教育的狀況
(三) 績優學校的性別平等教育仍由輔導室負責推動
(四) 績優學校採用多元方式推動性別平等教育
二、績優學校在推動性別平等教育中的經驗與成長
(一) 績優學校推動性別平等教育所獲得的經驗以師生回饋為主
(二) 績優學校人員在做法及觀念上得到成長
(三) 績優學校懂得運用校外資源來推動性別平等教育
三、績優學校遭遇的困境與限制
(一) 輔導室業務過多影響推動時間
(二) 升學主義壓縮教學時間與扭曲校園價值觀
(三) 多數教師對於性別平等教育缺乏熱情，並且性別意識不足
四、績優學校採用不同的方式來跨越困境
This research adopted the case study approach. Two performance junior high schools of gender equality education in Taipei City were chosen as the research field, and teachers who are the key characters in promoting gender equality education were selected as participants. Interviews and document analysis were conducted in order to realize the situation of how the performance schools promoted gender equality education. The main purposes of this research were to explore how the performance schools improved the gender equality consciousness of students, teachers and parents, and to investigate how the performance schools broke through the predicaments, in the expectation of providing a reference for other schools. According to the results of the analyses, this study had reached the following conclusions: 1. The situation of the performance schools in promoting gender equality education (1) “Gender Equity Education Act” has an impact on the performance schools in promoting gender equality education. (2) The concepts of the school leaders dominate the promotion of gender equality education. (3) The counselors’ office takes the charge in the promotion of gender equality education. (4) Multiple approaches are adopted to promote gender equality education. 2. The experience of the performance schools in promoting gender equality education. (1) The experience of promoting gender equality education is mainly based on the feedback of students and teachers. (2) The practices and concepts of teachers get improved in promoting gender equality education. (3) External resources are exerted to promote gender equality education. 3. The predicaments encountered in the process of promoting gender equality education in the performance schools. (1) The promotion of gender equality education is confined because of the burden the consolers’ office carries. (2) The credentialism decreases the time allocated to gender education and distorts the values of both teachers and students. (3) Many teachers lack enthusiasm in gender education and are insensitive to gender issues. 4. The performance schools adopted various approaches to solve their problems.
This research adopted the case study approach. Two performance junior high schools of gender equality education in Taipei City were chosen as the research field, and teachers who are the key characters in promoting gender equality education were selected as participants. Interviews and document analysis were conducted in order to realize the situation of how the performance schools promoted gender equality education. The main purposes of this research were to explore how the performance schools improved the gender equality consciousness of students, teachers and parents, and to investigate how the performance schools broke through the predicaments, in the expectation of providing a reference for other schools. According to the results of the analyses, this study had reached the following conclusions: 1. The situation of the performance schools in promoting gender equality education (1) “Gender Equity Education Act” has an impact on the performance schools in promoting gender equality education. (2) The concepts of the school leaders dominate the promotion of gender equality education. (3) The counselors’ office takes the charge in the promotion of gender equality education. (4) Multiple approaches are adopted to promote gender equality education. 2. The experience of the performance schools in promoting gender equality education. (1) The experience of promoting gender equality education is mainly based on the feedback of students and teachers. (2) The practices and concepts of teachers get improved in promoting gender equality education. (3) External resources are exerted to promote gender equality education. 3. The predicaments encountered in the process of promoting gender equality education in the performance schools. (1) The promotion of gender equality education is confined because of the burden the consolers’ office carries. (2) The credentialism decreases the time allocated to gender education and distorts the values of both teachers and students. (3) Many teachers lack enthusiasm in gender education and are insensitive to gender issues. 4. The performance schools adopted various approaches to solve their problems.
Description
Keywords
性別平等教育, 績優學校, 個案研究, gender equality education, performance schools, case study