Gender role's impact on male teacher in high school - -One high school in Taoyuan County is as the example
Date Issued
2006
Date
2006
Author(s)
Lin, Yu-Wen
DOI
zh-TW
Abstract
The fact that the traditional gender role is socialized, often causes the phenomenon of the occupational segregation by sex. This research starts from male teacher’s viewpoint to explore gender role and teacher role by comparing five junior high school male teachers with five senior high school male teachers.（Two groups of male teachers serve in the same high school in Taoyuan County.）This research will try to figure out to what extent that male teacher’s gender awareness was influenced by social traditional values. The research investigates what will happen after high school male teacher entering the working field where the occupational segregation by sex exists. Whether high school male teacher suffers the conflict between gender role and teacher role or not? How does he reflect on the traditional gender role and shape his own gender consciousness in the working field when he experiences the interaction of their gender role before teaching and the occupational segregation by sex in the working environment.
The grounded theory method was used to explore this subject. In this research, we collect materials with semi-structural in-depth interview first, and then excavate the concept with the open coding and axial coding, grouping of the concept as three categories--“structuring the gender role before teaching”, “the gender consciousness in working field” and “the identity of the teachership”. The relationship among three categories is that the gender awareness of male teacher in high school before teaching is influenced by traditional gender role in the socialized course, and becomes the source of the gender role. Entering the working field with such gender awareness, high school male teacher experience the interaction of their gender role before teaching and the occupational segregation by sex in the working environment. Then he reflects on the traditional gender role and shapes his own gender consciousness in the working field. According to the gender consciousness, the male teacher in high school restructures the teacher role and improves the development and identity of the teachership.
Conclude the result of research as follows:
1.The environmental context in which the male teacher in high school chooses teaching career lacks the inlay of the traditional gender role, and that and gender awareness before teaching has very little to do with his choose.
2.The male teacher who ever taught in junior high school has the deep separate sense to gender characteristic.
3.The domesticated characteristic and the structure about people-oriented participation in educational administration conceal the impact of gender role on male teacher in high school.
4.The male teacher in high school doesn’t agree that teaching is female work, and his reason scatters between the gender awareness and gender consciousness.
5.The identification of the teacher role comes from working experience, including comprehensive and professional role, and attempts to turn expressive characteristic into the instrumental characteristic .
6.With regard to the feeling of satisfaction in working, male teachers who don’t graduate from university of education show a relatively high degree of it. Male teachers who are guided by the occupational class view to step into teaching career are apt to suffer the sense of loss in working. Then, they plan to change their career path.
7.The purpose that the male teacher in high school pursues a higher degree is to facilitate the development of the teachership, but not to accumulate the capital and climb up.
8.In order to solve conflict between gender role and teacher role that results from external stimulus, we can evaluate the conflict through personal interest and teacher role and to strengthen gender consciousness .
Several suggestions can be drawn from this study:
1.To male teacher-will-be
(1)Make sure the reason why he/she wants to be a teacher and prevent the drive of the occupational class view which considers teachership as secure job.
(2)Reflect the personal gender role awareness through related gender curriculum and reduce the linking between sex-role stereotype and working field.
(3) Catch the chance of practice, and observe the whole culture in teaching field and bridge the gap between the ideal (the teacher role) and reality (personality) drop.
2.To male teacher-have-been
(1)Participate in gender course actively, often reflect personal gender consciousness and pay attention to the invisible influence of the recessive course imperceptibly.
(2)While improving the approval the teachership identity, turn the expressive characteristic in teacher role into the instrumental characteristic.
(3) Understand the reason where occupational segregation by sex comes from and to prevent the interaction between the external stimulus and personal sex-role stereotype to rise doubt on teacher role.
Subjects
性別角色
教師角色
性別職業隔離
性別刻板印象
紮根理論研究法
男性研究
gender role
teacher role
occupational segregation by sex
sex-role stereotype
grounded theory method
Type
thesis
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