台北市中小學「兩性平等教育」評量之縱貫性研究

This study was designed to assess the elementary and middle school students’ performance in the Gender Equality Education curriculum with longitudinal methods. The purpose was to locate the teaching emphasis among elementary school, junior high school and senior high school. By stratified sampling, there were 2,867 participants in this study (1,097 participants from Elementary School, 785 from Junior High School, 1,034 from High School and Vocational School). Data were collected from the questionnaire, which contained six parts — awareness, knowledge, attitude, behavior and intention, self-efficacy of gender self-understanding, interpersonal relationship and demographic information. The important findings were as follows: 1 .The percentage of implementation on gender education is increasing, but 10% of elementary school students, 20% of junior high school students and 30% of senior high school students indicated that not such program was offered in their schools. 2.The improvements are: first, the awareness, knowledge and attitude of elementary school students; second, awareness, knowledge and attitude of junior high school students ; third, awareness of gender inequality, knowledge and attitude toward gender role, self-esteem, homosexuality of senior high school students. 3. The following parts are necessary to be enhanced: The middle graders of elementary school—knowledge about physiology and reproduction; The upper graders of elementary school—self-efficacy about affective expression and communication; junior high school—gender role attitude toward gender interaction, gender career interest and performance, gender competence and performance; senior high school—knowledge about physiology and reproduction, sexual harassment and abuse , gender career interest and performance, gender competence and performance. Additionally, the Ministry of Education ought to pay attention to the increasing rate of sexual behavior in junior high school and senior high school. 4. The regressive parts are: first, junior high school—self-efficacy about “refusal skill and self-adaptation”; second, senior high school—self-efficacy about “affective expression and communication” and “refusal skill and self-adaptation”.