男校高中生歧視性言論之質性研究－從反歧視教育角度探究

Abstract

本研究旨在探討男校高中生對歧視性言論的觀點，以及接觸歧視性言論的經驗，透過深度訪談蒐集男校高中生為主、教師為輔之資料，並從反歧視教育的角度分析，形成男校高中生歧視性言論觀點與使用情形的可能因素。研究結果顯示，男校高中生對於言論爭議事件多持強烈否定態度，認為應當嚴肅對待與處置。他們在定義歧視性言論時，過度關注攻擊性動機與傷害性結果，而容易忽略言論本質的不當性。整體上，面對歧視性言論的態度雖然會強調當事人感受，但卻會預設同儕應該容忍歧視性貶抑幽默，導致在男校內要展現對歧視性言論的反感變得困難。研究的第二部分揭示了男校高中生接觸歧視性言論的經驗，發現歧視性言論多以玩笑形式呈現，當下常伴隨歡樂氛圍，使抗拒此類言論變得困難，進而在男校校園中成為一種被默許的文化。第三部分探討了男校師生對反歧視教育的看法，結果指出現行教科書編寫上，存在去脈絡化、與學生生活連結性低的問題，由於教學時數與備課門檻的限制，使得反歧視教育課程的有效性及普及性尚有不足，學生較難真心對平權價值產生認同，並容易忽視歧視性玩笑與微歧視言論。最後，本研究將形成歧視性言論觀點與使用情形的因素分為教育及環境因素。教育因素為反歧視教育的去脈絡化與生活連結性低，以及未能讓學生意識到歧視性言論核心在於偏見，故男校高中生會認為沒有惡意動機或傷害性結果的歧視性言論是可被接受的，而忽視微歧視言論與歧視性貶抑幽默之傷害性，形成男校校園中歧視性貶抑幽默盛行的情形。環境因素則顯現了男校校園在高度陽剛氣質型塑下，形成一套應該要接受歧視性玩笑的共同默契，並對非霸權陽剛氣質的區別與排斥，使歧視性玩笑變為一種男校校園中的日常，進而構成一個對特定群體（如處境不利、性少數群體）不友善的敵意環境。This study aims to explore the opinions and experiences of boys' senior high school students regarding discriminatory speech. Through in-depth interviews primarily with boys' senior high school students and supplemented by their teachers, the study analyzes potential factors influencing the perspectives and usage of discriminatory speech from the angle of anti-discrimination education. The results indicate that boys' senior high school students generally hold a strong negative attitude towards controversial speech events, thinking they should be addressed seriously. However, when defining discriminatory speech, they tend to focus excessively on the motives and harmful outcomes, overlooking the inherent inappropriateness of the speech itself. Overall, while emphasizing the feelings of those involved, they often assume that peers should tolerate discriminatory humor, making it difficult to reject such speech within the boys' senior high school environment. The second part of the study reveals that boys' senior high school students frequently encounter discriminatory speech in the form of jokes, which creates a joyful atmosphere at the moment and makes it challenging to resist such speech. This suggests that discriminatory speech might become a compliant culture within the boys' senior high school campus. The third part examines the views of boys' senior high school students and teachers on anti-discrimination education. The results indicate that current textbooks suffer from decontextualization and low relevance to students' lives. Additionally, limited teaching hours and high preparation requirements restrict the effectiveness and widespread adoption of anti-discrimination education. Consequently, students find it difficult to genuinely understand and embrace the values of equity, leading to a disregard for the importance of discriminatory humor and microaggressions. In conclusion, the study identifies two main factors contributing to the perspectives and usage of discriminatory speech: educational and environmental factors. Educational factors are the decontextualized anti-discrimination education with low relevance to students' lives and the failure to make students aware of the prejudices underlying discriminatory speech. As a result, boys' senior high school students may find non-malicious or non-harmful discriminatory speech acceptable, ignoring the harm of microaggressions and discriminatory humor, which leads to the prevalence of such speech wrapped in jokes within the boys' senior high school environment. Environmental factors highlight a tacit agreement within the highly masculine school culture to accept discriminatory humor, along with the distinction and exclusion of non-hegemonic masculinity, creating a hostile environment towards certain groups (e.g. disadvantaged groups and sexual minority).