国外小学教师职业女性化话语研究及启示

被引：8

作者：

余富强

胡鹏辉

机构：

[1] 南京大学社会学院

来源：

教育科学 | 2018年 / 34卷 / 03期

关键词：

小学教师; 女性化; 话语; 性别角色; 性别本质主义;

D O I：

暂无

中图分类号：

G625.1 [教师、班主任];

学科分类号：

04 ; 0401 ;

摘要：

考察教师职业女性化话语,有助于深入反思性别比例失衡现状。从历史进程来看,女性进入教师职业的进程是职业性别分工的结果,其自始至终受制于男性统治。教师职业女性化被视为学校教育的威胁,而重新"男性化"则被作为解决办法。国外研究表明,小学教师性别差异对儿童学业成就影响微弱,对儿童性别气质的影响存在争议,需要进一步学术研究加以澄清。重新"男性化"的话语聚焦于男性气质是否恰当,并简单地将男性教师性别气质分为"超级英雄"和"恶魔"两种类型。这种对于男性教师性别角色的刻板想象,削弱和扭曲了男性教师的自我认同,使得男性教师性别角色的扮演往往难以实现。面对小学教师职业的女性化现象,需要深入反思女性化话语背后性别本质主义的意识形态。

引用

页码：75 / 81

页数：7

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