| 摘要: | 本研究旨在探討臺北地區大學生「性別角色態度」與「性別平等認知」之現況，並探討不同「個人背景因素」之大學生分別在「性別角色態度」與「性別平等認知」之差異情形，進而探究臺北地區大學生在「性別角色態度」與「性別平等認知」之相關性。此外，也進一步了解「性別角色態度」對臺北地區大學生「性別平等認知」之預測力。
本研究以就讀臺北地區大學之大學生為研究對象，採取「分層非隨機」抽樣方法進行資料蒐集。正式施測樣本為541份、回收522份、有效問卷502份，有效問卷回收率96.17%。研究工具包括：「個人背景資料調查表」、「性別角色態度量表」及「性別平等認知量表」。研究結果以SPSS 22.0統計軟體進行分析，分析方法包括：次數分配、百分比率、平均數、標準差、獨立樣本t檢定、單因子變異分析數分析、皮爾森積差相關分析、逐步迴歸分析。主要研究結果如下：
一、臺北地區大學生之「性別角色態度」傾向中等偏高程度，表示大學生之性別角色態度傾向開放、平權。其中以「社會參與」的平均分數為最高，較趨向開放、平權；而「能力特質」的平均分數為最低，表示其知覺程度較低。
二、臺北地區大學生之整體「性別平等認知」傾向於中等偏高程度，表示大學生之性別平等認知程度較高、性別平等觀念也較為正確、平等。其中「權利義務上的平等」的平均分數為最高，較趨向正確、平等，而以「心理上的平等」的平均分數為最低，表示其知覺程度較低。
三、臺北地區大學生之「性別角色態度」會因為「性別」、「居住地區」和「是否曾修習性別平等相關課程」的不同而有顯著差異。其中，「女性」較「男性」、「中部」較「北部」、「曾修習性別平等相關課程」較「未曾修習性別平等相關課程」受試者之性別角色態度更為開放、平權。
四、臺北地區大學生之「性別平等認知」會因為「性別」、「是否曾修習性別平等相關課程」的不同而有顯著差異。其中，「女性」較「男性」、「曾修習性別平等相關課程」較「未曾修習性別平等相關課程」受試者之性別平等認知程度更高，性別平等觀念也較為正確、平等。
五、臺北地區大學生之「性別角色態度」與「性別平等認知」間呈現顯著的顯著高度正相關，表示大學生之性別角色態度越開放、平權，其性別平等認知也會越正確、平等。
六、臺北地區大學生「性別角色態度」中的「能力特質」、「職業興趣」、「社會參與」、「戀愛交往」、「家庭角色」、「婚姻角色」均對「性別平等認知」有顯著的預測力，其預測力可達70.9%，顯示大學生之「性別角色態度」越開放、平權者，對「性別平等認知」越具有正向的預測力，其「性別平等認知」程度也會越高，性別平等觀念也會越正確、平等。
根據本研究之結論，建議臺北地區大學生應積極修習性別平等相關課程，瞭解性別平權之內涵和意義；建立合宜的性別平等觀念並落實於生活之中，培養批判、省思與具體實踐的行動力；對性別角色和性別平等有正確的態度與認知，接納自己與他人的性別展現，進而反制各種性別不平等歧視。再者，建議學校及有關教育單位應將性別平等教育相關課程納入必修並鼓勵學生積極修習，引導學生建立正確平等的性別價值觀；針對不同年級之大學生，定期舉辦特定性別平等相關活動，配合多媒體傳播推廣，並提供學生相關輔導與諮商管道。
The purpose of this study is to understand the current situation of " gender role attitude" and " gender equality awareness" of college students in Taipei area. It investigates the differences in "gender role attitude" and "gender equality awareness" respectively of college students in Taipei area with different “personal background variables”, so as to find out further the correlation between "gender role attitude" and "gender equality awareness" of these college students in Taipei area. Moreover, to understand further the predictability of "gender role attitude" on the "gender equality awareness" of college students in Taipei area.
In this study, college students in Taipei area were selected as research subjects. A “questionnaire survey” was conducted to collect data for the study. 502 questionnaires were collected as official test samples. The research tools include: "personal background information questionnaire", "gender role attitude questionnaire" and "gender equality awareness questionnaire". Statistics compilation, testing, and analysis was conducted on the results of this study using the SPSS 22.0 statistical software. The analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample t-test, single-factor variance analysis, Pearson product difference correlation analysis, and multiple regression analysis. The major findings are as follows:
1. The "gender role attitude" of college students in the Taipei area tends to be moderately high, indicating that the gender role attitude of college students tends to be open and equal. Among them, the average score of "social participation" is the highest, which tends to be more liberal and equal ; while the average score of "ability feature" is the lowest, indicating that the degree of awareness is low.
2. The "gender equality awareness" of college students in Taipei tends to be at a moderately high level, which means that college students have a high degree of gender equality awareness, and their gender equality concepts are relatively correct and equal. Among them, the average score of "equality in rights and responsibilities " is the highest, which tends to be correct and equal, while the average score of " psychological equality " is the lowest, indicating that the level of awareness is low.
3. The "gender role attitude" of college students in Taipei area will be significant difference due to "gender", "residential area" and "have studied courses related to gender equality ". Among them, "female" than "male", "middle" than "northern", " have studied courses related to gender equality " than "have not studied courses related to gender equality " subjects' gender role attitudes are more liberal and equal.
4. The "gender equality awareness" of college students in Taipei area will be significant difference due to "gender" and " have studied courses related to gender equality ". Among them, "female" than "male", " have studied courses related to gender equality " than " have not studied courses related to gender equality " subjects have a higher degree of gender equality cognition, and the concept of gender equality is more correct and equal.
5. The "gender role attitude" of college students in Taipei area vary significantly depending on "gender", "living area" and " study courses related to gender equality ".
6. The "gender equality awareness" of college students in Taipei area vary significantly depending on "gender" and " study courses related to gender equality ".
7. There is a strong positive correlation between the “gender equality awareness” and “gender equality awareness” of college students in Taipei area.
8. The predictive power of "personal background factors" and "gender equality awareness" on college students in Taipei area “gender equality awareness” is 70%.
According to the conclusion of this study, it is recommended that college students in Taipei should actively take courses related to gender equality to understand the connotation and significance of gender equality; establish an appropriate concept of gender equality and implement it in life, and cultivate the ability to criticize, reflect and practice. To have a correct attitude and understanding of gender roles and gender equality, accept the gender presentation of oneself and others, and then counter all kinds of gender inequality discrimination.
Furthermore, it is recommended that schools and educational institution should include courses related to gender equality education as compulsory and encourage students to actively study them, so as to guide students to establish correct and equal gender values. For college students of different grades, regularly organize specific gender equality-related activities, cooperate with multimedia dissemination and promotion, and provide students with relevant counseling and consultation channels. |
