大學教育對性別角色態度的影響

Abstract

雖然近年來女性於公領域的處境獲得大幅度的改善，但在以家庭為主的私領域，卻仍明顯受既有傳統價值籠罩，導致進入婚姻的女性經常須面對第二輪班（second shift）的壓力。既有教育社會學研究發現大學教育的自由化效果，會使受過高等教育的人更傾向支持自由平等的進步價值，因此可能成為推進性別革命的動力。然而這些研究結果皆來自歐美的樣本，且多以橫斷面資料檢視學歷與性別態度的關聯。除了缺乏台灣脈絡與經驗資料佐證外，也無法區分大學時期或青少年早期的效果。或以大學在學期間之追蹤調查，試圖了解就讀大學前後的態度轉變，卻未將沒有讀大學的群體納入考慮。本研究使用台灣青少年成長歷程（Taiwan Youth Project）此一追蹤調查，搭配雙向固定效應模型（two-way fixed effects model）與處遇效應倒數加權法（inverse probability of treatment weighting），重新檢驗認知發展理論與社會化理論假設，是否能說明台灣北部地區高中生至大學、初出社會的性別角色態度轉變，並有改善現今私領域內性別革命停滯問題的潛力？結果顯示僅有就讀 HASS（humanities, arts and social sciences）領域能降低對女性外出就業的擔憂，且效果沒有性別差異，但無法打破家務是女性義務的信念，影響程度有限。而就讀其他領域之科系均不會顯著改變其態度，表示人社教育確實有其不可或缺的重要性。

Although there have been significant improvements in women's situation in the public domain in recent years, the private domain, centered around the family, remains influenced by traditional values, leading married women to face the burden of the "second shift." Existing studies in the sociology of education have found that the liberalization effect of higher education makes those with higher education more likely to support progressive values of freedom and equality, potentially driving the gender revolution. However, these findings are mainly based on Western samples and often use cross-sectional data to examine the relationship between education and gender attitudes. In addition to lacking local context and empirical data from Taiwan, we couldn’t distinguish between the effects of college education and early adolescence based on these findings. Some studies attempt to track changes in attitudes before and after attending university without considering those who did not attend. This study uses the Taiwan Youth Project, a longitudinal survey, combined with a two-way fixed effects model and inverse probability of treatment weighting, to re-examine whether cognitive development theory and socialization theory can explain the changes in gender role attitudes among high school students in Northern Taiwan as their transition into university and early adulthood and whether there is potential to address the stagnation of the gender revolution in the private domain. The results show that only studying in HASS has limited impact which can reduce concerns about women's employment, with no gender difference in effect, but it cannot break the belief that housework is a woman's duty. Studying in other fields does not significantly change attitudes, indicating the indispensability of humanities and social sciences education.