國民中學專任輔導教師於性別友善之先見、覺察與實踐

Abstract

本研究以國民中學專任輔導教師為對象，理解其在任教學校致力於性別友善之先見、覺察與實踐經驗。研究典範為質性研究，現象學為研究取向，以現象學主題分析為資料分析方法。研究參與者共邀請四位國中專輔教師，任教學校分別位於臺灣的北、中、東、南部地區。經現象學主題分析，研究結果顯示專輔教師帶著「正視差異與涵納多元」及「懷抱願景與各司其職」之先見，投身性別友善；透過「師生互動」、「環境線索」及「性別友善行動經驗」有所覺察；並基於前述先見與覺察發展出「性平教育與觀念宣導」、「輔導互動與連結合作」、「影響決策與彰顯立場」及「回應質疑與深耕關係」之實踐策略，以持續經營性別友善之校園環境。依據本研究結果進行討論，以女性主義觀點回應研究發現，並提供國中專輔教師致力於性別友善實務、未來研究之建議。

This research focused on junior high school guidance counselors in Taiwan, investigating their experiences with preconceptions, awareness, and practices to creating a gender-friendly environment at their schools. The study employed a qualitative research paradigm and phenomenology in its research approach. The data were analyzed using phenomenological thematic analysis. Research participants included four guidance counselors from diverse geographical regions of Taiwan: north, central, east, and south. The research results demonstrated that the guidance counselors have the preconceptions about engaging in gender-friendly practice included: (a) acknowledge differences and embrace diversity; and (b) hold a vision and take their own role. They were aware of: (a) teacher-student interaction; (b) environmental cues; and (c) gender experiences during their participation in gender-friendly practice. According to these preconceptions and awareness, they have developed practical strategies to maintain a gender-friendly school environment included: (a) gender equality education and concept advocacy; (b) counseling interaction and collaborative connections; (c) influence decisions and assert positions; and (d) respond to question and cultivate relationships. Researcher utilized feminism as theoretical framework to discuss the findings and provided suggestions to junior high school guidance counselors. The direction for future research were presented.