| Summary: | 碩士 === 國立高雄師範大學 === 輔導研究所 === 90 === The purpose of this study was to understand the feminized junior high school male students'' interpersonal relationship in the context of their campus, including the difficulties they encountered and how they coped with them. Results of this finding will be suggested for the future gender education and counseling.
With the qualitative research approach, 4 candidates who fulfilled the research criteria were recruited for this study. Employing in-depth interview, data were collected and then analyzed. According to Labov''s evaluation model of narrative analysis, individual experience of interpersonal relationship in the context of the campus would be explored. Thereafter, via categorical-content analysis, these experiences would be further interpreted.
Results of this study showed:
1. Most of the experiences of campus interpersonal relationship that those feminized junior high school male students encountered were negative, including "being stigmatized", e.g. verbal mockery (like "sissy", "fag") from peers and teachers, receiving violent threats from peers and being expelled by peers; and "conflict of self-identity". Nevertheless, some "positive feedbacks" were experienced too. Yet, through the process of "subjective construction", these experiences were not absolutely negative or positive.
2.Causes of these negative experiences might be attributable to their gender traits, including "not participating with their male peers in gossiping about the female body", "being concerned with others", "being apt to cry", "being friendly towards female students", "dressing up", "having no interests in sports", "enjoying dancing", "performing camp action and having high voice tone", and "not being a mocker".
3. Applied coping methods were:
(1) The emotional coping included "transforming from the negative emotions to the powerless feeling and the personal emotions", "disguising themselves as being careless", and "the misgiving of the external stigma that reappeared".
(2) The cognitive coping included "explaining the causes for their femininity", "thinking about how to correct their femininity", "viewing the external stigma as a joke and the way that they could train their cultivation", "thinking the persons who mocked them were without ethics", "appraising how seriously the external stigma hurt them and their families", and "thinking about transferring to another school".
(3) The behavior coping included "the men ways (ex: "taking violence to put a stop to the external violence", "avoiding performing femininely on purpose", "self adjustment", "avoidance behavior", "ingratiation", and "neglect".
4. Factors related with utilization of coping methods were "the personal factors, including the study participants'' belief, personality traits, and self-ideal", "the external factors, including the support systems and the models that the study participants could learn from to cope with the difficulties", and "the past elementary school and family experiences".
5. Comparing with the past, interpersonal relationship in the present-day campus was not as tense as it was before. These situations included "being less stigmatized", "being more concerned with the weaker students", "the more conflict or decided self-identity", and "the closer or alienating relationship between them and their peers".
6. Apparent dichotomy of gender differentiation regarding male/female was still found in this study.
Limitations and details would be further discussed. Suggestions based on these findings were raised for gender education in school counseling. Area of interesting for future research would be proposed too.
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