| 摘要: | 本研究的目的在於了解女性特質的國中男學生在校園的人際處境，包含其所面對的議題、以及其在此處境中的因應處理，期能對於性別教育與諮商提出具體建議。
在研究方法上，本研究採用質的研究法，以訪談大綱作為導引，針對四位女性特質國中男學生的校園人際處境進行深度訪談，並以敘說研究作為資料分析的方法，一方面透過故事敘寫來瞭解個別的校園人際處境經驗，一方面則以「類別-內容」分析方法進行資料解讀，以尋出受訪者在國中校園裡其經驗的共同或相異之處。
綜合資料分析結果，本研究的發現如下：
一、女性特質國中男學生面對的校園人際處境以負面居多，包括了「承受外界的污名化」、「自我統整的衝擊」、「得到或感受到正面的回饋」。其中承受污名的部份包涵「『娘娘腔』、『同性戀』等來自同儕與教師的口語嘲諷」、「同學欲毆打自己的暴力威脅」、以及「遭受排斥」。這些處境在受訪者的主觀建構下，負向處境並非那麼「負」，正面回饋也並非均為「正」。
二、使受訪者遭受上述處境的性別特質包括「不參與男性同儕討論女性身體或相關話題」、「表現關心」、「哭」、「與女同學較友好」、「會打扮」、「不喜運動」、「愛跳舞」、「有較秀氣的動作與細高的聲音」、「不嘲笑別人」。
三、受訪者因應上述校園人際處境的方式：
（一）情緒因應，主要有：「情緒轉換為『無奈』及『個人化的情緒』」、「假裝不在乎」、「再污名的疑慮」。
（二）認知因應，主要有：「尋求自己女性特質的解釋」、「思考改進女性特質」、「將污名視為是同學間的開玩笑，並藉此培養自己的風度」、「認為給予我污名的人是沒有道德修養的」、「評估污名對自己與家人的傷害與影響」、「考慮轉學」。
（三）行為因應，主要有：「『以暴制暴』、『刻意避免女性化』的男人方式」、「自我調適」、「逃避」、「討好」、「忽略」。
四、影響受訪者因應的因素則有：個人因素，即受訪者所持有的信念、人格特質、對自我的期許；還有供受訪者學習因應困境的楷模與支持系統等外在環境因素；以及過去的小學與家庭經驗。
五、受訪者當前（研究期間）面對的校園人際處境與過去有所不同，包括了「外界污名化的減小」、「更關懷同理弱勢者」、「對自我統整的感受更矛盾或更確定」、「同儕關係更親密或更疏離」。
六、本研究還發現受訪者們對男／女性別特質的看法仍呈現兩性清楚畫分的二元對立。
最後則說明研究者於研究過程的省思、受訪者參與此研究的理由、及本研究限制，然後再對學校的性別教育、諮商工作與未來研究提出建議。
The purpose of this study was to understand the feminized junior high school male students'' interpersonal relationship in the context of their campus, including the difficulties they encountered and how they coped with them. Results of this finding will be suggested for the future gender education and counseling.
With the qualitative research approach, 4 candidates who fulfilled the research criteria were recruited for this study. Employing in-depth interview, data were collected and then analyzed. According to Labov''s evaluation model of narrative analysis, individual experience of interpersonal relationship in the context of the campus would be explored. Thereafter, via categorical-content analysis, these experiences would be further interpreted.
Results of this study showed:
1. Most of the experiences of campus interpersonal relationship that those feminized junior high school male students encountered were negative, including "being stigmatized", e.g. verbal mockery (like "sissy", "fag") from peers and teachers, receiving violent threats from peers and being expelled by peers; and "conflict of self-identity". Nevertheless, some "positive feedbacks" were experienced too. Yet, through the process of "subjective construction", these experiences were not absolutely negative or positive.
2.Causes of these negative experiences might be attributable to their gender traits, including "not participating with their male peers in gossiping about the female body", "being concerned with others", "being apt to cry", "being friendly towards female students", "dressing up", "having no interests in sports", "enjoying dancing", "performing camp action and having high voice tone", and "not being a mocker".
3. Applied coping methods were:
(1) The emotional coping included "transforming from the negative emotions to the powerless feeling and the personal emotions", "disguising themselves as being careless", and "the misgiving of the external stigma that reappeared".
(2) The cognitive coping included "explaining the causes for their femininity", "thinking about how to correct their femininity", "viewing the external stigma as a joke and the way that they could train their cultivation", "thinking the persons who mocked them were without ethics", "appraising how seriously the external stigma hurt them and their families", and "thinking about transferring to another school".
(3) The behavior coping included "the men ways (ex: "taking violence to put a stop to the external violence", "avoiding performing femininely on purpose", "self adjustment", "avoidance behavior", "ingratiation", and "neglect".
4. Factors related with utilization of coping methods were "the personal factors, including the study participants'' belief, personality traits, and self-ideal", "the external factors, including the support systems and the models that the study participants could learn from to cope with the difficulties", and "the past elementary school and family experiences".
5. Comparing with the past, interpersonal relationship in the present-day campus was not as tense as it was before. These situations included "being less stigmatized", "being more concerned with the weaker students", "the more conflict or decided self-identity", and "the closer or alienating relationship between them and their peers".
6. Apparent dichotomy of gender differentiation regarding male/female was still found in this study.
Limitations and details would be further discussed. Suggestions based on these findings were raised for gender education in school counseling. Area of interesting for future research would be proposed too. |
