性別刻板印象與數學相關專業發展之研究：以科技大學工程女學生為例

A Study on Gender-Stereotypes and Mathematics-Related Professional Development: An Example to the Female Engineering Majors in Science and Technology University

本研究之具體目的在於，了解性別刻板印象之威脅特質及情境知覺與數學相關專業發展之現況、差異與相關性。研究對象為高高屏地區科技大學工程學門之大三、四女學生，研究者以自編量表經過信效度考驗，再形成正式問卷，用以蒐集所需資料，共計有效問卷720份。資料分析方面，係以SPSS 17.0統計軟體進行t考驗、Pearson積差相關等統計分析。研究結果有三方面：第一，就現況來說，修讀總12學分以上之數學專業科目（即微積分加工程數學）僅占樣本中的四分之一，且除「數學性別刻板印象」之外，「數學領域認同」、「女性性別認同」、以及「努力肯定情境知覺-老師、同儕、自己」的平均值皆高於選項的中間值3；第二，「數學領域認同」在不同背景變項中皆有顯著的差異，其次為「數學相關專業發展」、「女性性別認同」以及「努力肯定情境知覺-自己」；第三，依變項與「數學相關專業發展」皆存在顯著的正或負相關。研究者根據以上結果提出三個建議，特別針對低數學專業學分數的科系，包括性別、科技與社會在數學相關專業課程上的融合或增添，提升工程學門女性數學領域認同，加強女性權力與能力的認同，特別在其數學能力上的肯定，並提出未來研究上的改善。

This study aims to understand the present situation， differences， and correlations between the two: Threat characters and situations of gender stereotype and mathematics-related professional development. Participants are junior and senior female engineering students in universities of science and technology in Kaohsiung and Pingtung areas. The investigator developed own questionnaires and checked validity/reliability before administration for data collection. A total of 721 valid copies resulted. Data analysis included SPSS17.0 for t-test and Pearson product-moment correlations. The research outcomes are three parts. First， students with more than 12-credits mathematical professional subjects （Calculus and engineering mathematics） added to 25% of the sample of participants. The mean values of the questionnaire scores on “Mathematics identity”， “Female gender identity”， and “Affirmative effort situation awareness-Teacher， peer-and individual” are rather high， except Gender stereotype of mathematics. Second， there were significant differences on various demographic variables for Mathematics identity， followed by Mathematics-related professional development， Female gender identity， and Affirmative stereotype situation-Individual. Third， dimensions in dependent variables presented remarkably positive or negative correlations for Mathematics-related professional development. Based on the research outcomes， the investigator proposed suggestions， especially for students studying in degree programs with low mathematics professional related degrees， including the integration or enhancement of gender， technology and society， mathematics identity of female engineering students and the approval of their mathematical capability， and also， improvement in future research.