“Dressing” Like A “Teacher”：Apparel Disciplines and Impression Management Strategies of Junior High School Female Teachers

• Main Authors: I-Ru Chen, 陳怡如
• Other Authors: Ling-fang Cheng
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/10432029462202511726

碩士 === 高雄醫學大學 === 性別研究所碩士班 === 105 === The stereotype and the social-roles of junior high school female teachers, restrict them from free-choosing on the appearance. This study aims to examine how can female teachers get rid of this stereotyped image, and what kind of strategies can help them response to social and cultural disciplines. This study takes Foucault''s discipline and power, and Goffman''s impression management theories as the basis of the analysis, via the perspective of post-modern feminism to see how female teachers to be disciplined by teacher training system, especially when they are in the face of social and cultural expectations. This research analyzes how female teachers are influenced by different power contexts, and how to develop their own impression management strategies. Semi-structured interview method was used to collect data from nine teachers who are working in the same school in Kaohsiung. They were selected based on the method of snowball sampling, and then filtered by purposive sampling according to their education background, teaching subjects, teaching years, and their sex, job locations in the school. At the same time, this study using participant observation method to profile school interact context, and to show how female teachers’ dressing style were influenced by different power. Through their working and training experiences, this research indicates how and by whom social and cultural disciplines work from generations to generations, and how female teachers find ways to develop their own impression managements. This study tries to explore the invisible “boundary” between teachers’ self-style and social-role expectation. Besides, teachers who emerge their agency and find more discourses will help themselves expand much space to dress-up. This research signifies the meaning of dressing, as a way to negotiate with social and cultural disciplines, and also to break the stereotype of female teachers with their impression management strategies.