高雄市國中學生在性別刻板印象與性別平等行為表現之相關研究

Abstract

本研究旨在瞭解高雄市國中學生性別刻板印象與性別平等行為表現的現況，並透過不同的個人背景變項及家庭背景變項探討國中學生的性別刻板印象與性別平等行為表現的差異情形以及二者之間的關係。 為達上述目的，本研究採用問卷調查表，以103學年度第一學期高雄市7所國民中學之國中一、二、三年級的國中學生為研究對象，並以「性別刻板印象及性別平等行為表現問卷」為研究工具進行問卷調查，共獲得有效樣本數582人。問卷回收後，所得資料以SPSS 20.0進行描述統計、單因子變異數，以及皮爾遜積差相關等統計方法進行分析，獲得研究結論如下： 一、 高雄市國中學生之整體性別刻板印象屬於平均值以下程度。 二、 高雄市國中學生之整體性別平等行為表現屬於平均值以上程度。 三、 高雄市國中學生的性別刻板印象會因為不同性別、年級的個人背景變項，而有顯著差異，且男生高於女生；國一生和國二生高於國三生。 四、 高雄市國中學生的性別平等行為表現會因為不同性別的個人背景變項，而有顯著差異，且女生高於男生。 五、 高雄市國中學生的性別刻板印象會因為不同小時候的玩具類型、家庭社經地位、父母的教養態度、手足類型等家庭背景變項，而有顯著差異。玩具較男性化的學生性別刻板印象高於玩具較女性化及兩者皆有的學生；低家庭社經地位高於中家庭社經地位；父母對男生期望較高的學生其性別刻板印象高於對女生期望高及期望相同的學生、父母明確且嚴格要求子女的行為符合其性別的學生高於父母尊重子女想法任其自由發展；家中只有男孩及家中有男孩和女孩的學生其性別刻板印象高於家中只有女孩的學生。 六、 高雄市國中學生的性別平等行為表現會因為不同小時候的玩具類型、家庭社經地位、父母的教養態度、手足類型、家事分工等家庭背景變項，而有顯著差異，玩具兩者皆有的學生其行為表現優於玩具較男性化及玩具較女性化、玩具較女性化的優於玩具較男性化的；中家庭社經地位的學生優於低家庭社經地位；父母對子女期望相同的學生其行為表現優於父母對男生期望較高的、父母尊重子女想法任其自由發展的學生其行為表現優於父母明確且嚴格要求子女的行為符合其性別的；家中只有女孩的學生其行為表現優於家中只有男孩及家中有男孩和女孩的；家事由父母分工合作的學生其行為表現優於主要由母親負責及主要由父親負責，也優於主要由母親和女兒負責及全家人分工合作的。 七、 高雄市國中學生性別刻板印象與性別平等表現行為達顯著負相關，顯示國中學生性別刻板印象越高，所表現出的性別平等行為越差。 最後，根據本研究之結果，提出對學生、父母或主要照顧者、學校及教師以及對未來研究的建議，提供參考。This research aims to understand the current status about the gender stereotypes and gender equality behaviors of the junior high school students in Kaohsiung City. Through examining the personal background variables and family background variables, the relationship between gender stereotype and gender equality behavior is discussed. Questionnaires with Gender Stereotype Scale and Gender Equality Behavior Scale were used to collect the information. Data were collected from first grade to third grade, 7 junior high schools in Kaohsiung City during the first semester in 2014. 582 valid samples were collected. With SPSS 20.0 software, data were analyzed by using statistical methods of descriptive statistics, t-test, one-way ANOVA, and correlation analysis. The main findings were as follows： 1. The overall gender stereotype of junior high school students in Kaohsiung City is below average level. 2. The overall gender equality behavior of junior high school students in Kaohsiung City is above average level. 3. There were significant differences on gender stereotype in terms of personal background variables, such as gender and grade. Boys gets higher score on gender stereotype than girls; 7th and 8th graders gets higher score on gender stereotype than 9th graders. 4. There were significant differences on gender equality behavior in terms of personal background variables. Girls gets higher score on gender equality behavior than boys. 5. There were significant differences on gender stereotype in terms of family background variables, such as childhood toys, family social status, parenting attitude, and siblings. Students playing with masculine toy type in their childhood gets higher score on gender stereotype than those with feminine toy type or both; students with low family social status gets higher score on gender stereotype than those with high family social status; Students whose parents has higher expectation for boys get higher score on gender stereotype than those have parents with higher expectation for girls or both; students whose parents strictly and explicitly ask their children to behave according to their gender get higher score on gender stereotype than students with parents who respect their children’s thoughts and let them develop freely ; students in families with boys only or students in families with boys and girls gets higher score on gender stereotype than students in families with girls only. 6. There were significant differences on gender equality behavior in terms of family background variables, such as childhood toys, family social status, parenting attitude, siblings, and housework distribution. Students playing with both masculine and feminine toy type in their childhood have better gender equality behavior than those with masculine or feminine toy type; students playing with feminine toy type in their childhood have better gender equality behavior than those with masculine toy type; students with middle family social status have better gender equality behavior than those with low family social status; students whose parents has the same expectation for boys and girls have better gender equality behavior than those have parents with higher expectation for boys; students whose parents respect their children’s thoughts and let them develop freely have better gender equality behavior than students whose parents strictly and explicitly ask their children to behave according to their gender; students in families with girls only have better gender equality behavior than those in families with boys only and those in families with boys and girls; students whose parents share housework have better gender equality behavior than students whose mother/father share most housework, and also better than students whose mother and sister share most housework as well as students who grow in the family that all family members share housework. 7. The gender stereotype was negatively correlated with gender equality behavior significantly. It shows that, for junior high students, the higher score of gender stereotype they get, the lower score of gender equality behavior they have. Some suggestions were proposed based on the findings of this study as a reference for students, parents or primary caregivers, schools, teachers, as well as researchers for future studies.