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研究生:陳建州
研究生(外文):Jian-Jhou Chen
論文名稱:平等化與分殊化的過程:教育成就性別差異的流變型態與影響機制
論文名稱(外文):Patterns and Processes of Equalization and Separation: The Changing Gender Inequality in Education
指導教授:劉正劉正引用關係
指導教授(外文):Jeng Liu
學位類別:博士
校院名稱:東海大學
系所名稱:社會學系
學門:社會及行為科學學門
學類:社會學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:312
中文關鍵詞: 平等化 分殊化 垂直區隔 水平區隔 教育取得 教育轉換 教育分流 門檻假說 不平等最大維持論 不平等有效維持論 學類
外文關鍵詞:EqualizationSeparationVertical SegregationHorizontal SegregationEducational AttainmentEducational TransitionEducatio
相關次數:
  • 被引用被引用:11
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  • 下載下載:324
  • 收藏至我的研究室書目清單書目收藏:12
長期以來,性別平等的研究,一直是學界關心的重要議題。本論文所要深入探究者,包括三方面:第一,是呈現出我國社會自二次戰後的演進過程中,性別間的教育成就差異在垂直層次與水平層面的長時期演變趨勢。第二,探討同屬繼承性因素的性別因素與社經地位因素,對於教育成就之意義與作用的差異。第三,是分析結構與教育發展型態對於兩性的教育成就之平等化與分殊化的影響。
我們分別以三個議題開展上述三個主要研究方向。首先,我們建立一個性別差異演變的基本模型,並以民國79~90年各期台灣社會變遷調查分析我國自民國40年至80年之間,兩性在取得高中與大專方面的差異之演變情形,以驗證門檻假說(the threshold hypothesis)所主張的非單調直線性演進過程的觀點;再以教育部統計資料分析我國自民國55~93年之間,男女參與碩士與博士教育的差異情形,以觀察生命週期因素的影響力變化情形。其次,我們同樣以民國79~90年各期台灣社會變遷調查分析民國22~68年出生者,在教育轉換與教育分流上的性別差異演變情形,並與不均等最大維持論(maximally maintained inequality,MMI)以及不均等有效維持論(effectively maintained inequality,EMI)作比較,藉以區辨「性別」與「社經階級」對於教育成就的意義之差異。最後,我們以教育部所公佈的民國61~92年大專學生數,分析我國高等教育之科系性別區隔程度長時期演變情形,並檢視影響科系性別化之因素。
分析之後,我們發現:(一)教育取得的性別差異之長時期演進歷程,在取得高中教育與取得大專教育方面,確實呈現如門檻假說對開發中國家女性教育地位改善所預期之趨勢:其演進歷程與經濟發展呈現非直線性的關係。至於造成門檻改變的原因,係因不同階層者,發生性別平等的時間不同;在參與碩士與博士教育方面,性別差異隨著時間而下降,則當與結婚生育行為的變遷有密切關係。(二)藉由與社經階級因素影響力演變過程的MMI理論與EMI理論之觀點與研究結果做比較,我們證明了同屬繼承性因素的性別因素與社經階級因素,對於教育轉換與教育分流的影響性質並不相同。不論教育是否擴張,教育轉換與教育分流的性別差異都逐漸式微,雖然初期男性獲得教育轉換的機會高於女性,並佔有較佳的教育軌道,但隨著經濟發展,教育轉換與分流的性別差異都逐漸降低。(三)雖然自民國78年之後,取得大專教育的性別差異已完全消失,但是在大專所受教育種類上,仍存在著高度的性別區隔,顯示兩性的教育雖然已經平等化,卻仍是高度分殊化。分析結果同時顯示,不同屬性的大專教育,其科系性別區隔程度並不相同。整體而言,技職性學校的區隔情形比學術性學校嚴重;而專科學校的區隔情形又比大學嚴重。而影響科系性別區隔程度的諸多因素當中,以科系發展型態造成的影響最明顯。
綜合本論文的研究結果,我國的兩性教育成就差異之流變型態與影響機制,大致包括三項特質:(一)我國男女的教育成就差異,已由不平等且高度分化的階段進入平等但分化的型態。(二)在教育取得過程中,不同程度的教育擴張補充了不同階層的人,但獲得教育的同一階級者,卻有男先於女的性別順序,同樣地,儘管大專教育的取得已臻無差異,但科系的性別區隔程度卻仍甚高,並且科系的設置也出現「配合女性的增加而設置適合女性就讀的科系」的現象。(三)教育的發展型態對於性別差異扮演重要角色,民國五O年代高度發展工專,使得該時期教育轉換與教育分流上的性別差異擴大;而科系的發展方向,高度影響了男女學生的教育種類。
The degree of gender differentiation is an index representing the level of social development and has been an important issue for sociological research. In this dissertation, I discuss the patterns and processes of gender inequality in education. Basically, the objectives of this dissertation include: (1) to describe the pattern of the changing in gender educational differentiation on vertical segregation and horizontal segregation after the World War II in Taiwan; (2) to compare and contrast the effects of gender and socio-economic status on education; and (3) to analyze the impacts of structural and educational development on the equalization and separation of gender educational differentiation.
In operationalization, first of all, after reviewing the studies on gender inequality in education, I extend Hwang’s (1992) structural change model to build a new one for explaining how the key factors are affected by economical development and educational expansion. I use 1990-2001 “The Social Change Survey in Taiwan” data and 1966-2004 “The Educational Statistics of Higher Education” data to estimate the gender effect on attaining a senior high school and a college from 1951 to 1991, and on attaining master degree and doctor degree from 1966~2004. Secondly, I use 1990-2001 “The Social Change Survey in Taiwan” data as well to observe the gender gaps of educational transition and tracking with five cohorts to compare the maximally maintained inequality hypothesis (MMI) with the effectively maintained inequality hypothesis (EMI) to distinguish the differences between the effects of gender and socio-economic status on education. Thirdly, I use 1972-2003 “The Educational Statistics of Higher Education” data to compute the index of dissimilarity of study fields between genders from 1972 to 2003 and estimate the effects of the key factors.
According to my data, we may conclude that the pattern of the gender educational differentiation in Taiwan has been switched “unequal and separate” to “equal but separate.” Other main findings are: (1) the equalization process of education attainment between genders is not a linear relationship with economical development, but rather ladder-like, and is consistent with the assumption of Threshold Hypothesis. (2) The effect of gender on education is quite different from that of socio-economic status for both educational transition (MMI) and tracking (EMI). However, the gender gaps of educational transition and tracking are both declining in the long run. (3) The fields of study are still separated by gender significantly and the most important factor is the configuration of departments of higher education. Specially, the indexes of dissimilarity for colleges are higher than universities, and for vocational universities are higher than for academic universities.
第一章 緒論
第一節 研究緣起與命題
第二節 論文章節安排
第二章 文獻探討
第一節 教育取得性別差異
一、形成性別間教育取得差異的機制
二、改變性別間教育取得差異的機制
三、性別差異平等化歷程之假說與驗證
第二節 教育轉換與教育分流的研究模式
一、教育轉換
二、教育分流
第三節 科系性別區隔
一、科系性別區隔的形成因素
二、科系性別區隔程度的演變趨勢與原因
第三章 理論建構
第一節 性別因素影響力演變模型之建構
一、黃毅志(1992)社經階層間教育機會差異演變模型
二、性別因素影響力演變模型
第二節 性別因素在教育轉換與教育分流上的作用
一、不均等最大維持論與性別間教育競爭
二、不均等有效維持論與性別間教育競爭
第三節 影響科系性別區隔程度的因素
一、團體間差異與科系性別區隔程度的關係
二、影響科系性別區隔程度演變的因素
第四章 研究方法
第一節 教育取得的性別差異與演變歷程
一、分析方法
二、變項設計
三、經濟發展指標
四、婚育習慣指標
五、樣本與資料
六、研究假設
第二節 教育轉換的性別差異與演變
一、分析方法
二、變項設計
三、樣本與資料
四、研究假設
第三節 教育分流的性別差異與演變
一、分析方法
二、變項設計
三、樣本與資料
四、研究假設
第四節 大專科系性別區隔程度的演變與影響因素
一、分析方法
二、分類方式
三、變項設計
四、樣本與資料
五、研究假設
第五章 研究結果
第一節 性別間教育取得差異均等化歷程
一、經濟發展程度隨年變化情形
二、性別差異變化情形
三、小結
第二節 教育轉換與教育分流性別差異之演變---兼證性別因素與社經階級因素對教育成就作用的差異
一、教育轉換
二、教育分流
三、小結
第三節 大專教育科系性別區隔演變
一、科系性別屬性變化情形
二、教育與社會因素演變情形
三、整體大專教育科系性別區隔程度演變情形
四、各級大專教育科系性別區隔程度演變情形與影響因素
五、小結
第六章 結論與討論
第一節 綜合分析結果與討論
第二節 特點與貢獻
一、分析特色
二、理論驗證
三、學術貢獻
第三節 未來發展
一、科系選擇性別傾向的後續演變
二、生命週期因素對繼續(回流)教育與碩、博士科系選擇的影響
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