性別化的興趣與能力：高中學生類組選擇之探究

Gendered Interest and Ability: An Inquiry into Subject Choice of Senior High School Students

本文旨在探究高中學生的類組選擇，聚焦在性別如何對類組選擇產生影響。以南部地區一所男女合校的公立高級中學為研究場域，在三個類組中各選一個班級進行分組焦點團體訪談，根據訪談所得資料加以分析、提出詮釋與進行討論。本文主張高中階段的類組選擇是學校教育的性別政權機制之一，看似按照個人興趣、能力所做的自由選擇，卻反映社會中的性別權力關係，高中學生將學科╱知識二分為硬與軟兩個位階，透過「男生擅理、女生擅文」的論述，建構知識的性別關係，具體而言，一類學科在知識位階中的低下與女性在性別關係裡的從屬連結，二、三類學科在知識位階中的優越與男性在性別關係裡的主控連結，形成學校中性別政權的一個面向，由此引伸出對性別平等教育的研究與實務之啟示。

This article is to inquire the choice made by senior high school students about the major subject area， particularly focusing on how gender influences their choice. A co-educational public high school in the southern part of Taiwan was selected and one class for each major participated. Focus group interviews were conducted and data were analyzed， interpreted and discussed. This article argues that choosing the major subject area in the senior high school stage serves as a mechanism of gender regime in schools. The choice appears as if one exercised one’s own free will in accordance with their interest and ability. Indeed， it reflects the gender relations in society at large. Senior high school students dichotomize subjects/knowledge into a hierarchal order and， through the discourse that boys are good at science and girls are good at literature， construct the gender relations of knowledge. Implications for research and practice in the field of gender equity education are drawn.