“女生优势”与“男孩危机”的社会性别研究

发布时间：2018-05-03 09:34

本文选题：女生优势 + 男孩危机　；参考：《南京师范大学》2015年硕士论文

【摘要】：“女生优势”与“男孩危机”是近年来教育领域热衷探讨的一个话题,随着社会对教育的性别公平问题的日益关注,“女生优势”与“男孩危机”引发的焦虑也日渐增多。考察女生、男孩的现实境遇,这个话题也引起诸多争议。因而,对“女生优势”与“男孩危机”的研究正逢其时,具有理论意义和现实意义。不仅有利于教育现象、教育的性别差异和社会性别等研究的深化,也有利于当下教育政策与实践的反思、社会性别主流化的实践以及国家和社会的有序发展。本文运用社会性别理论,辅以文献分析、问卷调查、访谈调查等方法对“女生优势”与“男孩危机”进行研究,目的在于明确“女生优势论”与“男孩危机论”是怎么提出的?辨明“女生优势论”与“男孩危机论”是事实还是迷思?研究显示：“女生优势论”与“男孩危机论”,是成人在此消彼长的性别理解、不对等的性别比较、同一的性别界定等逻辑误区指引下,对女生和男孩群体的臆测,实际上是个“迷思”。而之所以产生这种“迷思”是社会建构的结果,其中,话语与大众传媒、社会变迁与父权制文化、科学研究系统和教育系统共同充当了“女生优势论”与“男孩危机论”的建构主体。因而,也为“女生优势论”与“男孩危机论”的质疑、批判和应对提供了方向。首先,是对性别本质主义的批判,以社会建构论质疑性别本质主义的理解；其次,是对成绩作为教育性别公平衡量标准的批判,以教育公平和性别公平的内涵来探索教育性别公平的应有之义和评价指标；再次,是对学校教育资源的批判,以教育政策的性别盲视、教师的性别刻板印象、教材内容的传统性别表征以及学校组织结构与校园文化的性别盲点来驳斥教育资源女性化的观念；最后,是对职业发展的质疑,以两性在职业获得、职业发展和职业收入上的差异来反驳女生学业优势会形成女生一贯优势的理解。通过对女生成长路上的不公和障碍的剖析,揭示女生并非绝对优势、男孩并非绝对危机。要想促进两性平等发展,必须进行文化再造、教育再造和社会再造,加快构建性别平等文化、实施性别敏感教育、构建性别平等的空间,为男女两性营造和谐共生的生存发展氛围。
[Abstract]:"Girl advantage" and "Boy crisis" have been a hot topic in the field of education in recent years. With the increasing attention paid to the issue of gender equity in education, the anxiety caused by "Girl superiority" and "Boy crisis" is also increasing day by day. Examining the actual situation of girls and boys, this topic also caused a lot of controversy. Therefore, the study of female advantage and boy crisis is of theoretical and practical significance. It is not only conducive to the deepening of educational phenomena, gender differences and gender in education, but also conducive to the reflection of current educational policies and practices, the practice of gender mainstreaming and the orderly development of the country and society. This paper uses gender theory, literature analysis, questionnaire, interview and other methods to study "female superiority" and "boy crisis". The purpose of this study is to clarify how "female superiority theory" and "boy crisis theory" are put forward. Is it a fact or a myth to distinguish between "the superiority of female students" and "crisis theory of boys"? The study shows that "the superiority of female students" and "crisis theory of boys" are the guesses of female and boy groups under the guidance of such logical misunderstandings as changing gender understanding, unequal sex comparison, and the same gender definition. It's actually a myth. The reason for this "myth" is the result of social construction, in which discourse and mass media, social change and patriarchal culture, The scientific research system and the education system together act as the construction subject of female superiority theory and boy crisis theory. Therefore, it also provides a direction for questioning, criticizing and responding to the theory of girl superiority and boy crisis. First, it is the critique of sexism, and the understanding of sexism is questioned by social constructivism. Secondly, the criticism of achievement as a measure of gender equity in education. The connotation of educational equity and gender equity is used to explore the proper meaning and evaluation index of educational gender equity. Thirdly, it is a criticism of school education resources, a gender blind view of education policy, and a gender stereotype of teachers. The traditional gender representation of the teaching material and the gender blind spot of the school organizational structure and campus culture refute the concept of feminization of educational resources. Finally, it is a question of career development, which is obtained by both sexes in the profession. The differences in career development and career income to refute the understanding that female students' academic advantage will form a female's consistent advantage. By analyzing the injustices and obstacles on the way of girls' growth, it is revealed that girls are not absolute superiority and boys are not absolute crisis. In order to promote the development of gender equality, we must rebuild culture, education and society, accelerate the construction of gender equality culture, implement gender sensitive education, and construct space for gender equality. For men and women to create a harmonious symbiosis of survival and development atmosphere.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G40-05;C913.14

【共引文献】