| Summary: | 博士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 102 === Documenting students’ accounts of bullying is essential for continued awareness and understanding within the scope of gender equality throughout the world. Moreover, as a Western researcher investigating bullying within Taiwan, social influences are relevant yet are not those similarly observed in the West.
The purpose of this research is the examination of bullying experiences endured by gay male university students in Taiwan during their undergraduate years. Using a quantitative process of self-report survey, data reveals how 269 students have experienced acts of bullying, types of epithets used against them and by whom, and how they have felt and reacted to their bullying incidents. In conjunction, a qualitative process of 9 volunteer in-depth interviews were conducted to document more precisely individual student’s explanations on why they believe they were bullied, how these students reacted and dealt with the bullying incidents, and how family, peer, and policy issues are supportive with how they have come to adjust to their bullying experiences, homosexuality, and masculinity. The utilization of inductive analysis formed the paradigm for categorization of student experiences.
Results showed Taiwanese gay students still experience bullying at the university level, beyond the middle school or secondary school levels where the majority of research is, and has been, focused. The most common form of bullying experienced by university students is verbal epithets. Students experienced homophobic or heteronormative comments from family members, friends, and university professors. Current gender- and education-related policy is of minimal interest to students. Future gender-related policy such as same-sex marriage is more important. Students use social media as a means of activism and policy change. Most students show limited awareness or concern for negative effects of being bullied, while several have experienced thoughts of suicide. Students believe they have become stronger individuals due to negative experiences. Lastly, neither masculine nor feminine characteristics are a predictor for whether students will suffer acts of bullying in Taiwan as in the West. Interviewees expressed neither concern about masculine or feminine characteristics they had exhibited nor how others view them. Results may be representing Taiwanese gay students breaking down implied stereotypes of masculinity.
These empirical results provide evidence for the Ministry of Education R.O.C. (MOE) to continue gender education throughout the soon to be compulsory 12-year academic system. Recommendations for university students include safe zones and support groups. University faculty requires more gender-friendly training so they can understand and can correct their negative or hurtful comments. Teacher support and involvement with safe zones may reflect more positivity in opinions from students and with the university overall.
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