A case study on the promotion of gender equality education in two performance junior high schools in Taipei City

[[abstract]]This research adopted the case study approach. Two performance junior high schools of gender equality education in Taipei City were chosen as the research field, and teachers who are the key characters in promoting gender equality education were selected as participants. Interviews and document analysis were conducted in order to realize the situation of how the performance schools promoted gender equality education. The main purposes of this research were to explore how the performance schools improved the gender equality consciousness of students, teachers and parents, and to investigate how the performance schools broke through the predicaments, in the expectation of providing a reference for other schools. According to the results of the analyses, this study had reached the following conclusions: 1. The situation of the performance schools in promoting gender equality education (1) “Gender Equity Education Act” has an impact on the performance schools in promoting gender equality education. (2) The concepts of the school leaders dominate the promotion of gender equality education. (3) The counselors’ office takes the charge in the promotion of gender equality education. (4) Multiple approaches are adopted to promote gender equality education. 2. The experience of the performance schools in promoting gender equality education. (1) The experience of promoting gender equality education is mainly based on the feedback of students and teachers. (2) The practices and concepts of teachers get improved in promoting gender equality education. (3) External resources are exerted to promote gender equality education. 3. The predicaments encountered in the process of promoting gender equality education in the performance schools. (1) The promotion of gender equality education is confined because of the burden the consolers’ office carries. (2) The credentialism decreases the time allocated to gender education and distorts the values of both teachers and students. (3) Many teachers lack enthusiasm in gender education and are insensitive to gender issues. 4. The performance schools adopted various approaches to solve their problems.