發展「性騷擾防治旁觀者介入課程」及實施成效研究 Effects of a Bystander Intervention Curriculum for Preventing Sexual Harassment

Abstract

本研究目的在發展與效化「性別偏見態度量表」和「性騷擾防治概念量表」兩種評估工具，並探討「性騷擾防治旁觀者介入課程」對於降低學生性別偏見及提高性騷擾防治概念的成效。本研究先以立意取樣選取125 位高中生填答預試量表，經信度與效度考驗及項目分析後，發展出29題「性別偏見態度量表」和16 題「性騷擾防治概念量表」，皆具良好的信度與效度。再以便利取樣選取同所高中75位學生，分為實驗組和對照組，兩組學生在教學介入之前後分別填答兩份量表。實驗組進行合計18 小時的性騷擾防治旁觀者介入課程，對照組進行一般性別平等教育課程。在課程實施結束後徵募研究對象同意，個別訪談8 位實驗組學生，以進一步蒐集質性資料。本研究以共變數分析、獨立樣本t 檢驗進行量化分析，以內容主題歸納方法進行質性分析，結果顯示性騷擾防治旁觀者介入課程對於降低高中生性別偏見及提高性騷擾防治概念具有顯著成效，而訪談分析內容顯示本課程能引發研究對象有旁觀者介入五步驟之反應。本研究提出課程設計、教學實施、未來應用於性霸凌或約會暴力防治等建議，期能更深入探討旁觀者介入教育之實施，並建議未來可針對不同變項、研究工具、成功經驗、網路應用等進行研究。 Reports of sexual harassment continue to grow worldwide; therefore, the social and educational reasons for such incidents must be explored. This study proposed a sexual harassment prevention bystander intervention (SHBPI) course, the effects of which were determined using two research instruments: a gender prejudice scale (GPS) and a sexual harassment prevention perception scale (SHPPS). A total of 125 students were purposively recruited from a representative senior high school in Kaohsiung City, Taiwan to determine the reliability and validity of the two instruments. Then, 41 senior high school students from the same school were randomly selected as an experimental group (EG) to join a 6-unit 18-hour SHPBI program, while another 34 students were randomly selected as a comparison group (CG). All participants completed the 29-item GPS and 16-item SHPPS at the beginning and end of the intervention to assess their gender bias and perceptions regarding sexual harassment prevention. In addition, 8 students were selected from the EG to be interviewed following the posttest. The findings indicated that the SHPBI program effectively reduced students’ gender biases and improved their perceptions regarding sexual harassment prevention. The EG students’ total scores on the GPS were significantly lower than their CG counterparts. In addition, EG students’ total means on the SHPPS were significantly higher than their CG counterparts. Interview analysis revealed that the course taught participants about the 5 steps of bystander reaction. Suggestions regarding curriculum design, teaching implementation, and bullying or dating violence prevention are provided, and the implementation of bystander intervention education is discussed. Future research should examine different variables, research tools, experiences, and internet interactions.

Keywords

• 性別平等教育
• 性別偏見
• 性騷擾防治
• 高中生
• 旁觀者介入
• bystander intervention
• gender education
• gender prejudice
• senior high school students
• sexual harassment prevention