性別平等師資培育課程輔導效果之研究：以「性別與科技為例｣

The Effects of a Gender Equity Course on Gender Roles Attitudes and Ambiguous Type Sexism of Pre-Service Teacher Education Students in College: A Case Study of Gender and Technology

本研究旨在評估師資生的性別平等教育課程輔導效果。研究採用準實驗研究法，前、後測設計，研究對象為中部地區某大學選修性別教育課程及一般輔導課程之兩班師資生，以修習性別教育課者為實驗組，修習一般輔導課程者為對照組。本研究的自變項為性別教育課程，依變項以「曖昧型性別歧視量表｣、「非典型學系學生性別態度量表｣，「性別平權態度｣之得分為依據，進行施測，瞭解性別平等教育課程－－「性別與科技｣之輔導效果。為考驗實驗組和對照組在經過不同學習方式與主題之後，在各項成效指標上的變化及是否有顯著差異，本研究所蒐集之「曖昧型性別歧視量表｣、「非典型學系學生性別態度量表｣及「性別平權態度量表｣之得分，以兩組學生在各量表前測、後測得分，進行描述統計分析、單因子獨立樣本共變數分析、t檢定。研究結果如下：一、參與實驗課程之學生在敵意型性別歧視與性別二分性別歧視態度偏見的降低顯著優於對照組學生。二、參與實驗課程之學生對就讀非典型學系學生之性別態度偏見未顯著優於對照組。三、參與實驗課程的學生在部分性別平權態度的後測得分顯著優於前測，包括主從尊卑、性別角色期待差異、婚姻角色期待差異、角色期待差異總分等。最後並根據研究結果，提出對性別平等教育課程實施及未來研究的建議。

This study examined a gender equity course focusing on gender and technology to explored its influences on gender roles attitudes and ambiguous type sexism for college students in pre-service teacher education. The result acted as a guide to college educators to implement incorporated gender and technology influences with pre-service teacher education students’gender roles attitudes development program. The purpose of this study was: (1) to analyze the differences of ambiguous type sexism for college students by attending gender equity course with gender and technology issues applying in gender education class;(2) to analyze the differences of students’attitudes toward men in social sciences & attitudes toward women in natural sciences（ATMISSS & ATWINSS）between empirical group and control group ; and (3) to compare the differences of gender roles attitudes of students between empirical group and control group. There were 66 college students (2 classes) selected from a Comprehensive University in Central Taiwan. The quasi-experimental design was implemented in this study. One class was empirical group, and the other was control group. The participants of the research were administered“Ambiguous type sexism scale”,“Attitudes toward men in social sciences & Attitudes toward women in natural sciences”and "Students' Gender Roles and Development Scale". The analysis was carried out through one-way ANOVA. The results were as follows: (1) There were differences on ambiguous type sexism between empirical group and control group ; (2) There were no differences on ATMISSS & ATWINSS between empirical group and control group ;and (3) There were differences on gender roles attitudes of empirical group students between pre-test and pro-test. Based on the results of the study, some suggestions were provided for school educators and counselors and to further research.