性別間的教育競爭型態分析

Gender Competition in the Educational Field

社會學現有關於教育不平等的研究，較缺乏性別間教育競爭型態與影響機制的論述。基此，本研究整合1990–2001年臺灣社會變遷調查資料，分析教育轉換與教育分流的性別差異演變情形、釐清影響性別間教育機會差異之因素，並分別與不平等最大維持論及不平等有效維持論做比較，區別性別間與社經地位間在教育競爭型態上的差異。分析結果指出，臺灣的性別間教育不平等程度，在教育轉換與教育分流兩方面的差異之演變，與教育是否擴張較無關係，而是直接受到經濟發展程度與教育發展型態的影響，且性別間與社經地位間的教育競爭型態並不相同。

Most sociological studies concerned with inequities in the educational field have focused on the effect of socio-economic status. By comparison， the impact of gender is discussed much less often. The author together with five cohorts used 1990–2001 “Social Change Survey in Taiwan” data to observe the gender gap in educational transitions and tracking. The maximally maintained inequality (MMI) hypothesis and effectively maintained inequality (EMI) hypothesis were employed to clarify the differences between the effects of gender and of socio-economic status on education. According to the findings， the effects of gender are quite different from those of socio-economic status on education， in terms of both educational transitions (MMI) and tracking (EMI). The gender gap in both educational transitions and tracking declined with increasing economic development over the long run. Furthermore， the configuration of higher education has had a significant impact on the process and pattern of gender equalization.