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http://nhuir.nhu.edu.tw/handle/987654321/17294
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| 題名: | 校園中的剩女？勝女？……非婚國中女教師的性別處境 |
| 其他題名: | The Situation of Gender Difference for Non-married Female Teachers in Junior High School |
| 作者: | 劉書毓
Liu, Shu-Yu |
| 貢獻者: | 應用社會學系教育社會學碩士班
林昱瑄
Yu-Suan Lin |
| 關鍵詞: | 異性戀霸權;非婚女教師;母職經驗
heterosexism;non-married female teachers;motherhood experience |
| 日期: | 2014 |
| 上傳時間: | 2014-11-24 16:32:40 (UTC+8) |
| 摘要: | 為深入了解非婚國中女教師在職場中所面臨到的各種性別處境，研究者採取質性研究，以深度訪談和輔以田野觀察的資料蒐集方式，邀請六位非婚國中女教師述說自身的故事娓娓道出其潛藏於內心的聲音，揭露長期以來在校園職場中後知後覺、不知不覺或隱而未現的單身非婚的歧視現象。並根據研究發現歸結出以下研究結論：壹、非婚國中女教師仍受制於異性戀婚姻霸權：這些非婚女教師在原生家庭裡、教師養成機構、職場勞動生涯裡都是一再的被灌輸、規訓這些傳統的正向異性戀婚姻功能與價值；認定婚姻是人生的必經過程，肯定透過婚姻而組成一夫一妻制的幸福家庭是普遍且大家都想追求的唯一形式，窄化了「幸福家庭」的定義與排除了其他多元家庭的可能性，並且藉由教育與被教育的過程中一再地傳遞與被強化這種異性戀婚姻的霸權宰制，而大多數人卻是不自知自己正被宰制中。貳、「教師/女性/非婚」三元交織，更突顯了非婚女教師性別處境的艱難：本研究中種種校園中的以性別/婚姻狀況來施行分工制度或同事間的課務分派、生活相處……都揭露出：當女性非婚者又附加上國中教師身分，「教師/女性/非婚」三元交織複雜突顯了這些非婚（尤其是已超過世俗所認定的適婚年齡）的女教師們性別處境的困窘與艱難。参、家長意識形態的曲解──「非婚女教師無母職經驗＝欠缺專業能力」：教職經常被視為是母職的化身，因此多數人認為具有母職經驗的女老師較能勝任班級經營的工作，也能比較具有同理家長立場的心態，使得非婚國中女教師在管教、輔導學生以及親師協調方面產生了壓力與受到質疑的挑戰，然而家長們卻很少質疑同樣是單身非婚的國中男教師缺乏父職經驗。肆、「非婚＝嫁不出去」 ──學生以開非婚女教師的玩笑為樂：非婚女教師所面對的是思想不成熟的國中學生，亦師亦友亦母的角色讓女老師們在處於教導的公領域同時，又很難避免學生對其私領域的關心與好奇，甚至是以非婚作為人身攻擊。 伍、不同類型的非婚國中女教師採取不同方式回應非婚狀態與社會期待的衝突：研究發現中所歸納出的四種不同回應策略類型：「以校為家型」、「順水推舟型」、「群聚行動型」和「逆來順受型」。
To better understand the non-married female teachers faced in the workplace to a variety of situations, the researcher dealed with in-depth interviews and field observation to collect relative datas , and invited six non-married female teachers tell their own The story pours out its lurking inner voice, exposing a long time in the campus workplace hindsight, unconsciously or implicitly without existing single non-married discrimination. Based on the findings and concluded with the following conclusions:1.Non-married female teachers in the workplace is still subject to the hegemonic heterosexual marriage: marriage of female teachers in these non-native families, teacher training institutions, the workplace is again working career was instilled discipline forward these traditional heterosexual marriage Function and Value; finds that marriage is a necessary process of life, certainly through marriage and happy family consisting of monogamy is the only form of common and everyone wants to pursue, narrowing the definition of "happy family" with the exclusion of the other multi- the possibility of the family, and repeatedly passed through a process of education and education has been strengthened with this hegemonic domination heterosexual marriage, but most people do not know who it is in their own being domination.2. "Teacher / female / non-marital" triple intertwined, but also underscores the non-married female teachers difficult situation: In this study, various campus sex / marital status for purposes of Curriculum division between the distribution system or colleagues, Life along ...... are revealed: When women and non-married persons on the junior high school teachers additional identity, "teacher / female / non-marital" three yuan highlights the complexity of these non-interlaced marriage (especially over secular identified marriageable age) female teachers sex with difficult situations embarrassment.3. Ideological distortions from parents, the"non-married female teachers without children = lack of professional capacity": teaching is often seen as the incarnation of motherhood, so most people think that having the experience of motherhood than the competent female teacher class operations work the same way parents can stand comparison with the mentality of making non-marital junior female teachers had been questioned pressures and challenges in parenting, counseling students, and parent-teacher coordination, however, parents are rarely questioned also singles non-marital junior male teachers lack experience fatherhood.4.Stanford, "non-married = unwanted" ,the students are alaway jokey when they face the non-married female teachers ,the unmarried is immature thinking junior high school students, the role of mentor is also the mother of the female teachers to teach in the public domain at the same time, it is difficult to avoid the private areas of concern for its students and curiosity, even in a non-marriage as a personal attack.5.The married female teachers in the junior high school of different types respond in different ways to take non-marital status and social expectations of the conflict: findings summarized in the four different types of response strategies. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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