從少數族群壓力看基督教性少數族群身分因應與健康

Abstract

基督教因多數宗派認定同性議題與信仰教義相抵，基督教性少數族群困宥於基督信仰認同與自身的性少數身分認同，造成身分衝突產生不利身心健康的行為表現，如憂鬱、低自尊、自殺意念與行為。臺灣過去研究基督教性少數族群之文獻來自於神學、社會工作、人類學等領域，著重呈現個人經歷，缺乏對政策之建議。臺灣非以基督宗教為主要信仰之國家，且宗教信仰屬個人選擇，因此與信仰相關之議題較缺乏關注與討論。且多數民眾認為基督宗教與性別議題高度對立，如此脈絡下我們更容易忽略基督教性少數族群。而臺灣於2004年公布施行《性別平等教育法》，規定學校落實性別平等教育，以建立性別平等之教育資源與環境。因此，本研究透過少數族群壓力理論（minority stress theory）探討基督教性少數族群所受之壓力與支持，深度訪談15位基督教性少數族群，受訪者背景多元涵括不同年齡、成長地區、學制。研究發現基督教性少數族群受宗教環境產生由遠而近的壓力，進而影響心理健康，訪談結果顯示，有別於教會和家庭的壓迫，學校的性別平等教育可以幫助該族群建立自我認同、調和信仰衝突；然而性別平等教育的實施，仍有某些問題存在，例如議題重複、受教師偏好選擇，且受到學制及升學主義成為被邊緣化的科目等問題。本文強調性別平等教育為一項健康的教育政策，應落實教學於學校場域，且建議性別平等教育納入多元視角，例如宗教與性別之討論，提供學生更全面觀點。

Christianity, as many denominations believe that issues of homosexuality contradict their religious doctrines, causes Christian sexual minorities to struggle with the conflict between their Christian faith and sexual minority identity. This identity conflict leads to adverse mental and physical health behaviors such as depression, low self-esteem, and suicidal thoughts and actions. Past research in Taiwan on Christian sexual minorities has come from fields such as theology, social work, and anthropology, focusing on individual experiences and lacking policy recommendations. Taiwan is not a country where Christianity is the predominant religion, and religious belief is considered a personal choice, resulting in less attention and discussion on faith-related issues. Moreover, the general public often perceives Christianity as highly opposed to gender issues, making it easier to overlook Christian sexual minorities in this context. In 2004, Taiwan implemented the “Gender Equity Education Act”, which mandates that schools promote Gender equity education to improve and establish the education resources and environment for gender equality. Therefore, this study explored the stress and support experienced by Christian sexual minorities using the minority stress theory. It conducted in-depth interviews with 15 Christian sexual minorities, who came from diverse backgrounds, including different ages, regions of upbringing, and educational systems. The study found that Christian sexual minorities experience stress from their religious environment, from the distal to the proximal, which affects their mental health. Interview results indicated that, in contrast to the stress from church and family, Gender equity education in schools can help them establish self-identity and reconcile conflicts between their faith and sexual identity. However, the implementation of Gender equity education still faces certain issues, such as repetitive topics, selective teaching based on teachers' preferences, and marginalization due to the educational system and academic advancement priorities. This thesis emphasizes that Gender equity education is a health educational policy that should be effectively implemented in schools. It also recommends incorporating diverse perspectives, such as discussions on religion and gender, into Gender equity education to provide students with a more comprehensive understanding.