在戀愛中成為孤島：性平教育世代高教時期約會暴力受害經驗

Abstract

本文關注1997年後出生、成長於台灣性平教育政策推行背景下的「性平教育世代」，探討其於高等教育階段的約會暴力受害經驗、求助歷程與創傷復原軌跡。

筆者深度訪談受害者經歷，與社工、校園輔導工作者、政府機構的實務觀察，旨在揭露當事人如何經歷並回應暴力關係的衝擊。據此，回答三個核心問題：一，「性平教育世代」所面對的約會暴力樣態有何特徵與變化？二，當事人的求助選擇受到哪些社會文化與制度條件影響？三，社會支持系統如何回應其需求，又存在哪些結構性不足？

在受暴經驗上，本文指出，儘管此世代自幼接受性別平等教育，並成長於性侵與家暴防治政策不斷強化的年代，但實際遭遇伴侶暴力時，仍面臨難以辨識與及時應對的困境。同時，受暴經驗呈現新的變化。例如：加害者未必出於威脅意圖而傷害對方，多數案例是因精神健康問題或情緒調節困難，進而爆發衝突。此外，數位通訊科技使數位監控、跟蹤騷擾、性影像威脅等手法，成為新興暴力樣態，挑戰傳統對於「暴力」的識別與處理框架。

在求助歷程上，本文發現，幾乎所有受訪者並未於暴力第一時間求助，而是當情況惡化、威脅生命或引發第三方介入後，才進入正式系統。背後因素包括：對輔導與司法系統的不信任、對報案流程的無力感，以及對社會汙名與二次傷害的恐懼。受害者的「不求助」，不僅是個體脆弱的表現，更是制度信任缺失與社會結構性排除的後果。

少數受訪者長期忍耐後，受到台灣2023年風起雲湧的#MeToo運動所鼓舞，轉而於社群媒體揭露受害經驗。她們的行動一方面展現主體能動性與反抗的政治性，另一方面也揭露報案過程與網路空間的二次傷害，突顯台灣社會面對約會暴力議題尚有不足。

在創傷復原上，本文描繪受害者脫離暴力關係後，經歷「建立安全感」、「回顧與哀悼」、「重建自我與他人的連結」等階段，逐步從創傷中重構生活秩序、尋回自我價值感。本文指出，在受害者鮮少主動求助正式體系的前提下，「同儕」是創傷復原過程中最具實質意義的陪伴與支持力量。若學校輔導體系與各項資源能緊密串連，並與學生培養穩固的信賴關係，將更有助受害者擬定安全計畫並獲得支援。

最後，本文指出，性平教育雖已推行20年，然而在受訪者經驗中，情感教育並未落實；所謂性平教育，僅限縮於性教育、性騷擾與性侵害防治。因此即使歷經性平教育實施，學生對於約會暴力的認識依然不足。面臨情緒困擾普遍化、網路空間激化極端言論、數位新興暴力手法等社會變化，性平教育更需加快因應，以完備新世代應對親密關係暴力的知能。

This thesis focuses on the dating violence experiences of the “gender equality-educated generation”, referring to those born after 1997 in Taiwan, following the implementation of gender equality education policies. It explores their experiences of dating violence during higher education, the help-seeking journeys, and the process of trauma recovery.

Through in-depth interviews with survivors, and insights from social workers, campus counselors, and government officials, this research reveals the systemic barriers victims face. It addresses three main questions: (1) What are the characteristics and new patterns of dating violence experienced by this “gender equality-educated generation”? (2) How do social and cultural factors affect their help-seeking decisions? (3) How does the social support system respond to their needs, and what structural limitations remain?

First, regarding abused experiences, the study finds that although this generation has received gender equality education since childhood, they still struggle to recognize and respond to dating violence. Also, new patterns of abuse have emerged. For example, perpetrators often hurt their partners not out of deliberate threats, but due to mental health issues or emotional regulation problems. Additionally, digital technology has introduced new forms of abuse, such as digital surveillance, stalking, and threats involving sexual images, challenging how we define and respond to violence.

Secondly, the study looks into interviewees’ help-seeking process, finding most of them only turned to formal support systems when the situation has worsened or when others intervened. The reasons behind include distrust toward counseling and legal systems, feelings of powerlessness about reporting procedures, and fears of social stigma and secondary harm. Their reluctance to seek help is not merely a personal issue but reflects deeper problems of institutional and social exclusion.

However, some of the interviewees, after enduring abuse for a long time, were inspired by Taiwan’s widespread #MeToo movement in 2023 to speak out on social media. These actions reflected the personal agency of the survivors, while they also revealed the risks of secondary harm in both help-seeking processes and online spaces.

Thirdly, the study outlines how survivors, after leaving violent relationships, go through stages of rebuilding safety, grieving, and reconnecting with themselves and others. Through these steps, they gradually regain a sense of order and self-worth. Notably, peer support plays a particularly meaningful role in their recovery. The study suggests that if campus counseling services and other resources could be better integrated and develop stronger trusting relationships with students, it would help victims plan for safety and reach out for their needs.

The study points out that although gender equality education has been implemented in Taiwan for over 20 years, emotional and relationship education remains insufficient. Most programs focus only on sex education, sexual harassment, and sexual assault prevention. As a result, students still lack awareness about dating violence. The gender equality education needs to respond to the social changes - the rise of emotional distress, extreme online discourse, and new forms of digital abuse - to equip the new generation with the skills to handle intimate partner violence.