以TEPS 2001資料再探選組行為的性別差異：手足性別組成的影響

Revisiting Gender Differences in Curriculum Tracking from the TEPS-2001: The Role of Sibship Sex Composition

過去聚焦系所選擇的性別差異之研究，視性別為個人特質，而家庭是性別信仰的守門人，但本研究意圖以互動視角將個人性別放置於其所處的性別環境。本研究結合STEM教育及手足結構兩大研究傳統，檢視手足性別組成對個人選組的影響。採用臺灣教育長期追蹤資料庫2001年高中生第一波樣本，分析結果顯示數學能力及自我教育期望與選擇自然組之間存在顯著正相關，且對女生的影響高於男生。擁有相異性別手足的學生傾向遵循性別傳統的選擇，有姊妹會增加男生選擇STEM教育的機會，而擁有兄弟則會降低女孩進入STEM課程的可能性，但此效果存在於家長從事非專業工作的家庭。此結果意味著手足的性別組成對個人教育機會的性別不對稱影響，可能從垂直分層轉成水平分化—選組行為運作。

While previous studies focusing on gender differences in curriculum tracking regarded gender as an individual trait and family as a gatekeeper of traditional gender beliefs, this study adopts an interactive perspective towards an individual’s gender and the environment in which they are situated. This study combines two research areas, STEM education and sibling structure, to investigate how sibship sex composition influences curriculum tracking. Analysis of the first wave of data from high school students collected by the 2001 Taiwan Education Panel Survey demonstrated a significant and positive correlation between both mathematics ability and self-education expectations and the choice of STEM track, with a significantly stronger effect for girls than for boys. Furthermore, students with oppsite-sex sibling were more inclined to follow traditional gender beliefs. Having a sister increased males’ likelihood of choosing STEM subjects, whereas having a brother decreased females’ probability of entering STEM programs. However, this effect was only present in families with parents engaged in non-professional occupations. This result implies that sibship sex composition has a gender asymmetric influence on individual educational opportunities, which possibly leads to a shift from vertical stratification to horizontal differentiation in terms of curricular tracking behaviors.