中年女性回流高等正規教育的學習經驗與自我認同關係之探究–以碩士班為例

Abstract

在父權社會中，女性常因為過去傳統重男輕女的觀念或社會對女性的期待而中斷學習或工作，造成她們在教育或職場生涯上的不連續性，這使得女性在現代社會結構中相對弱勢，並形成低自尊的現象。雖然有許多途徑可以發展個人對自我的認同感，但周圍許多過去受到社會結構限制的中年女性在回流高等正規教育後，皆提升了她們的自我認同。據此，本研究透過質性半結構式深度訪談對五名45～64歲之間的女性進行訪談，深入探討中年女性回流高等正規教育的學習經驗與自我認同間的關係。本研究結論如下：（1）中年女性回流高等正規教育的動機受多種因素影響，包括為滿足個人學習興趣、為滿足他人期待、追求生活變化、增進服務社會之能力、提升個人社會地位及工作機會，以及增進跨世代交流和多元學習機會；（2）在中年女性的學習經驗中，本研究結果之重要發現包括在強調人際關係和情感連結的學習環境中，能提升其學習效果；透過課堂上的討論和分享，能使其意識到個人知識經驗的價值；在安全且支持的學習環境中，能促進她們說出自己的觀點；教師在課堂上引導學生從多種角度思考，能培養她們聯結性思維和批判性思考之能力；教師的關懷與鼓勵能增強其自信，使能應對各種挑戰；與不同世代的同學互動和分享經驗有助於增進彼此的包容、理解與進步；（3）中年女性回流高等正規教育對她們的自我認同有正向積極的影響，包括自我概念與自尊的提升、社會角色的轉變使她們重新認識自己，以及個人行動力的增強。In patriarchal societies, women often observed that traditional gender biases or societal expectations interrupted their education or careers, resulting in discontinuities in their educational and professional trajectories. These interruptions placed them at a relative disadvantage within modern social structures, contributing to phenomena like low self-esteem. While there were many ways to develop a sense of self-identity, middle-aged women, previously limited by societal structures, often enhanced their self-identity by returning to higher education. This study, using qualitative semi-structured in-depth interviews, explored the learning experiences and self-identity of five women aged between 45 and 64 who had returned to higher education. The study drew the following conclusions: (a)Middle-aged women often found themselves motivated to return to higher education by various factors, including the desire to satisfy personal learning interests, meet others' expectations, seek changes in life, enhance their ability to serve society, improve personal social status and job opportunities, and promote intergenerational exchange and diverse learning opportunities; (b)Key findings revealed that a learning environment emphasizing interpersonal relationships and emotional connections enhanced their learning effectiveness; classroom discussions and sharing helped them recognize the value of their personal knowledge and experience; a safe and supportive learning environment encouraged them to express their viewpoints; guidance from teachers in thinking from multiple perspectives cultivated their connective thinking and critical thinking skills; and teachers' care and encouragement boosted their confidence in facing various challenges; interaction and sharing experiences with classmates from different generations fostered mutual tolerance, understanding, and progress; (c)The study indicated that returning to higher education had a positive and active impact on the self-identity of middle-aged women, including enhancing self-concept and self-esteem, transforming social roles that allowed them to rediscover themselves, and increasing personal agency.