基础教育领域中的职场性别建构--践行性别、消解性别与“玻璃扶手梯”效应  

Gender Construction in Primary Education:Doing Gender,Undoing Gender and the"Glass Escalator"Effect

作　　者：冯静 FENG Jing

机构地区：[1]四川大学公共管理学院,610065

出　　处：《中华女子学院学报》2024年第2期58-66,共9页Journal of China Women＇s University

摘　　要：研究职场性别建构可加深对性别和劳动力市场之间复杂关系的理解。通过对19名师范生出身的新入职教师做半结构访谈,探讨男性进入“女性职业”对职场性别构建的影响,研究发现,教师行业中的“玻璃扶手梯”效应存在于教师招聘阶段以及教师工作场域,该效应源自“男女有别,各就其位”的教师工作性别分工。在教师招聘阶段,师范生采取弱消解性别策略应对“玻璃扶手梯”效应,即面试官的额外关注、倾向男性的“灰色操作”以及不平等的入职门槛。在教师工作阶段,男教师选择践行性别策略,通过承担非教学类工作及女教师生育期间的额外任务,获得晋升优势并构建男教师身份合理性,达到教师职业上消解性别的效果。研究结论表明职业消解性别与工作上践行性别存在矛盾之处,男性进入基础教育领域,看似打破了职业性别隔离,实际加强了社会性别遵从。Examining the construction of gender in the workplace can deepen our understanding of the complex relationship between gender and the labor market.Through semi-structured interviews with 19 newly employed teachers with an educational background in teaching,this study investigated the implications of men entering female-dominated professions on the gender construction in the workplace,specifically focusing on"doing gender","undoing gender"and the"glass escalator".The study indicated that normal students shared a common understanding of the"glass escalator"and there were apparent gender differences in their actual perception of the"glass escalator".Normal students adopted a weak"undoing gender"strategy to cope with the"glass escalator"in teacher recruitment.In school,male teachers employed a"doing gender"strategy in their work,leveraging on their engagement in non-teaching tasks to establish the legitimacy of their male teacher identity.These findings reflected the contradictory aspects of"undoing gender"in the profession and"doing gender"in the work:while the increasing number of men entering primary education appeared to break occupational gender segregation,it actually reinforced social gender conformity.

关 键 词：性别建构 践行性别 消解性别 “玻璃扶手梯”效应 

分 类 号：G776[文化科学—教育学]