父權意識型態下的男性經驗探究：以三位國小教育人員為例

Exploring Male Experiences under Patriarchal Ideology: Cases of Three Male Elementary School Teachers

本研究以男性國小教育人員為研究對象，採用深入訪談的質性研究方法，探討父權意識型態下的男性經驗。研究發現男性進入小學職場是受了重要他人、教職外在條件、家庭經濟等因素的影響。然而，不論當初他們是在何種情況下進入這個職場，他們皆察覺到在社會的主流價值裡，男性是不被允許認同國小教職的。因此，有些國小男性教師選擇離開，而不願或不能離開者，則採取重心移轉的策略，或是乾脆認命。此外，本研究亦發現，男性國小教育人員為了維護「強者」的形象，人性普遍有被扭曲的現象。

The informants of the present study were three male elementary school teachers. The researcher employed the in-depth interview method to explore male experiences under the patriarchal ideology. The results indicated that these teachers were prevented by the dominant societal values from identifying themselves with their elementary school teaching occupation. Therefore, some male elementary school teachers chose to leave, and others, who couldn’t or wouldn’t leave, either adopted strategies of “reassigning priorities” or simply accepted the fate. Furthermore, the researcher also found that these male elementary school teachers suffered a distorted humanity due to their longing for an image of “the Strong Man”.