摘要
目的从性别角色认同、性别平等认知等方面分析校园欺凌行为发生的特点和差异性,为基于性别教育开展校园欺凌预防,提供针对性的策略和建议。方法通过多阶段分层整群抽样方法,选取黑龙江省哈尔滨市南岗区7所初级中学的初一至初四年级学生作为研究对象。采用入班级调查方式,班级每位同学均可同时利用平板电脑(PAD)调查工具,通过在线方式接受问卷调查。数据的统计与分析采用统计学软件SPSS 20.0完成。结果共调查了2 479名初中学生,其中在过去一年中实施欺凌行为的学生为187人(7.54%),受到欺凌行为的学生为325人(13.11%)。欺凌行为和受欺凌行为的类型和特点主要是躯体欺凌、言语欺凌、反击欺凌的发生次数在不同性别的欺凌行为中均排在前三位,言语欺凌、关系欺凌的发生次数在不同性别的受欺凌行为中均排在前两位。不同性别的欺凌者和受欺凌者的性别角色认同、性别平等认知存在差异性;无论欺凌者还是受欺凌者均呈现男生的性别典型化水平及性别一致性压力高于女生,且欺凌者中男生的性别满意度高于女生;无论欺凌者还是受欺凌者均呈现女生在性别平等认知的机会平等、权利义务平等、生理平等三个维度上的分值均高于男生。结论性别角色认同、性别平等认知对于中学生的欺凌行为存在影响,学校应引导学生拥有适合自我的性别角色认同、增强性别平等认知,建立友善平等的同伴关系,进而对校园欺凌起到预防作用。
Objective To study the characteristics and difference of school bullying based on the perspective of gender identity and gender equality cognitive, and to provide the specific strategies and suggestions for the prevention of school bullying from gender education. Methods By the method of multistage stratified sampling, the sampled students as research participants were from Grade 1 to Grade 4 in 7 junior middle schools, Nangang District, Harbin, Heilongjiang Province. The researcher entered the school and used the PAD(Portable Android Device) as the instrument to carry out survey among the students in each sampled class. Statistical software SPSS 20.0 was used for data statistics and analysis. Results A total of 2 479 students were surveyed, among which, 187(7.54%) conducted bullying behavior, and 325(13.11%) had bullied experience. The types and characteristics of bullying/bullied behavior: physical bullying, verbal bullying and fight back bullying ranked in the top three both in the male bullying group and female bullying group;verbal bullying and relationship bullying ranked in the top two in the male bullied group and female bullied group. There were differences in gender identity and gender equality cognition between bullies and victims from different genders: no matter the bullies or the victims, the gender typical level and gender consistency pressure of boys were higher than those of girls, and the gender satisfaction of boys in bullies was higher than that of girls. No matter the bullies or the victims, girls’ scores in the three dimensions of gender equality cognition(equal opportunity, equal rights and obligations, and physiological equality) were higher than those of boys. Conclusion Gender identity and gender equality cognitive have different effects on the students’ bullying and bullied behaviors, the school should guide students to build own proper gender identity, strengthen students’ cognition gender equality, and establish friendly peer relationship, being thus efforts could be beneficial
作者
肖迪
李孟儒
彭涛
XIAO Di;LI Meng-ru;PENG Tao(Research and Education Center in Sexual Health,Harbin Medical University,Harbin 150081,China)
出处
《哈尔滨医科大学学报》
CAS
2020年第6期672-677,共6页
Journal of Harbin Medical University
基金
国家社科基金“十三五”规划2017年教育科学课题(AHA170011)。
关键词
性别角色认同
性别平等认知
校园欺凌
gender identity
gender equality cognitive
school bullying
