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臺灣於2019年5月24日正式成為亞洲第一個同性結婚合法化的國家，揆諸現況，相較於其他年齡群體，高齡者對於同志結婚和成家撫養小孩的反對意見最為強烈。本研究試圖對高齡者進行同志結婚成家議題教學，以及探討對高齡者進行同志結婚成家議題教學所遭遇的困難與反應。本研究參與者為東部陽光（化名）樂齡大學17位學員，課程設計期透過「接觸理論」 （contact theory）引發學員「同理心」（empathy），教學策略以故事敘說和課堂對話為主，邀請高齡同志親自敘說同志生命故事與同志結婚成家議題，進行兩次共6小時課程。研究結果顯示，課程有助於參與學員對同志有更多的認識，讓他們有更多角度思考同志結婚成家在臺灣社會所面臨的處境與困境。不過，17位學員對同志結婚成家的態度幾乎維持不變，只有兩位女學員從不同意轉成同意。本次同志課程教學行動雖未能立即改變多數高齡學員對同志結婚成家的態度，但鬆動高齡者對同志過去的看法，讓高齡者從更多元的角度看到性別的差異，以及同志個人對婚姻和成家的需求，透過這次的教學行動，啟動高齡者對同志的認識、瞭解並尊重別人「同志」有選擇自己生活方式的權利。本研究根據教學實踐歷程與結果，提出對高齡者實施同志教育課程應注意之原則。 Background Taiwan officially became the first country in Asia to legalize same-sex marriage on May 24, 2019. Despite this progressive step, many older adults in Taiwan continue to exhibit more resistance to same-sex marriage and families than do other age groups. The present study delineated the educational strategies employed in lesbian, gay, bisexual, and transgender (LGBT) education targeting older adults. In addition, the study analyzed the reactions and attitudinal shifts of older adults upon being exposed to the narratives of lesbian and gay individuals and the effects of these narratives on the older adults’ attitudes toward same-sex families. This study used action research (1) to gauge the responses of older adults to same-sex marriage and families through a specialized course and (2) to explore the pedagogical approaches that are effective in teaching older adults about same-sex marriage and families. Literature Review The Gender Equality Division of the Executive Yuan in Taiwan reported that as of 2022, 66.7% of Taiwanese older adults aged above 60 years were opposed to same-sex marriage being legal. In addition, 45.1% reported that they believed that “homosexuality is a disease that can be cured with treatment,” 59.6% believed that “marriage between same-sex couples destroys the family system and ethics,” and 46.7% believed that same-sex couples could not raise children as well as heterosexual couples could. These statistics reveal prevailing prejudices, stigmas, and misconceptions about the LGBT community among older Taiwanese adults. Contact theory, first introduced by Allport in 1954, posits that prejudices and stereotypes can be mitigated through meaningful contact between individuals. In his seminal work The Nature of Prejudice, Allport (1954) argued that direct and appropriate interactions can foster mutual understanding between mainstream (majority) and nonmainstream (minority) groups. The application of contact theory in educational settings can effectively reduce stereotypes, prejudices, and discrimination (Pettigrew, 2021; Pettigrew & Tropp, 2006). Such pedagogical approaches also promote empathy in individuals (Allport, 1954). Empirical studies have indicated that individuals who have had contact with the LGBT community demonstrate more positive attitudes and higher levels of empathy toward this community compared with those without such contact (Brown & Hewstone, 2005; Chang & You, 2012; Han et al., 2010; Norton & Herek, 2013). Specifically, individuals experience increased empathy levels after interacting with LGBT individuals who share information regarding their life experiences and personal narratives. Studies on this topic have primarily focused on younger populations, such as college students (Chang & Huang, 2018; Chang & You, 2012), revealing a substantial research gap in the literature on LGBT education for older adults. Methods The present study was conducted at Sunshine University (pseudonym) in Hualien, Taiwan. The criteria for study participation were (1) being 55 years of age or older and (2) self-identifying as heterosexual. The study spanned two sessions, each lasting 3 hours, with the sessions conducted in March and April 2021. The curriculum was designed around the principles of contact theory and empathy (Allport, 1954). In addition, we invited an older adult named Ah Hung (pseudonym), who identified as gay, to share personal stories related to life as a gay person and the problems same-sex families face. The pedagogical approach was primarily focused on storytelling and classroom dialogue (Lee & Lin, 2021). This approach is often employed to expose participants to different forms of family structures, such as those involving different social groups, new immigrants, single or single-parent households, heterosexual couples, gay and lesbian couples, and families with intergenerational caregiving. Data were collected through classroom observations, interviews, and reflective notes provided by the instructors. We used Miles and Huberman’s (1994) process for qualitative data analysis, which includes (1) streamlining data, (2) presenting data, (3) interpreting data, and (4) drawing conclusions. Results This study involved 17 individuals. After the course and subsequent data analysis were completed, three central themes emerged: (1) the participants developed a new understanding of the LGBT community, albeit incompletely; (2) the participants’ attitudes toward same-sex marriage and families remained unchanged; and (3) the participants were more willing to adjust their explicit discriminatory attitudes (e.g., I understand why we are different) than their implicit discriminatory attitudes (e.g., I still cannot accept same-sex marriage). We elaborate upon these findings in the following. The participants gained a new understanding of gay and lesbian people and empathized with the feelings and perceptions of these people through their interaction with Ah Hung. The participants reported a heightened understanding of the challenges gay and lesbian people face in Taiwanese society when marrying and forming families. Taken together, our findings indicate that the course led the participants to empathize with the emotional and cognitive experiences of gay and lesbian people. Despite the overall increase in empathy, of the 17 participants, only 2 female students experienced a change from disapproving to approving of same-sex families. Some comments from the participants included: “My empathy for homosexuals is not the same as approval of same-sex marriage;” “I respect [the LGBT population], but I still do not accept homosexuals coming out publicly because it can embarrass their parents;” “I understand [the LGBT population’s] difficulties in Taiwanese society, but they must also understand that homosexuals raising children will negatively affect the children.” These reflections indicate that the participants generally offered “politically correct” responses, such as expressions of understanding and respect; their responses often masked implicit discriminatory attitudes, such as the unfounded belief that children raised in gay families might also “become” gay. Moreover, the participants generally did not perceive themselves to be harboring discriminatory or prejudicial attitudes toward the LGBT community. Taken together, our findings indicate that the course did not lead to immediate changes in the attitudes of most participants toward same-sex marriage and families. However, it did soften the perspectives of the participants on gay and lesbian people, broaden their understanding of gender diversity, and increase their awareness of the needs and challenges related to the formation of gay and lesbian families. Discussion and Suggestions Although the education program led to minimal change in the attitudes of the participating older adults toward same-sex marriage and family concerns, it did provide insights into their true perspectives regarding the LGBT community. These insights distinguish the present study from other studies, which have primarily focused on university students or high school students. This study offers the following suggestions for future efforts toward and studies of LGBT education aimed at older adults: (1) initiating contact with a person who identifies as LGBT can be used as a starting point for fostering acceptance among older adults; (2) empathy and contact theory should be incorporated into curricula to broaden the heteronormative perspectives prevalent among older adults; and (3) strategies for combatting implicit discriminatory attitudes in older adults, such as those related to gay rights or relationships, should be incorporated into curricula. The education of this study established a channel of communication by exposing older adults to the narrative of a gay person, which led them to feel empathy. Through such pedagogical approaches, older adults may develop a better understanding of the experiences of gay and lesbian people and recognize these people’s right to make life choices. Our findings indicate that studies and educational practices should be more focused on the development of LGBT educational programs designed for an older population.

本研究旨在探討大學生在大學四年之教育抱負與職業抱負的改變情形，並分析性別與就讀領域對這兩種抱負影響的情形。本研究以1,090位大學生為對象，以四次的自填式問卷為工具，持續追蹤其大一至大四教育抱負與職業抱負的成長軌跡，以及性別與就讀領域對於抱負起始狀態及成長速率的影響。本研究採用階層線性分析模式，結果顯示：一、對於教育抱負與職業抱負的發展皆有相同的趨勢，大學生的教育抱負在大一至大三時逐漸下降，大四則有些微上升。二、性別與就讀領域的不同，會造成大學生在起始狀態中教育抱負的差異化，研究顯示男大一生的教育抱負顯著高於女大一生，理工領域大一生的教育抱負顯著高於人文社會領域大一生，但在職業抱負的初始狀態，性別與就讀領域並不會造成其差異。三、性別與就讀領域的差異不會造成教育抱負與職業抱負在成長速率的影響。依據上述分析結果，本研究提出對教育實務及未來研究的建議。 Background The universalization of higher education has presented college graduates with challenges related to underemployment and insufficient compensation. Understanding how the educational and occupational aspirations of college students develop is crucial to developing career counseling programs to help such students succeed in the competitive job market. Most studies of the educational and occupational aspirations of college students in Taiwan have relied on cross-sectional data. Cross-sectional studies assess variables at specific time points and are prone to biases because they cannot determine how variables change over time. Therefore, the current study explored how the educational and occupational aspirations of college students change over the 4 years of college study. Literature Review Aspirations are life goals that are often influenced by personal and social values (Wolbers et al., 2011). Research on social education has categorized aspirations into educational and occupational aspirations (Teravainen-Goff et al., 2020). Educational aspirations refer to educational desires or goals; occupational aspirations refer to occupational preferences and goals regarding future occupational roles (Hauser et al., 1983). Educational and occupational aspirations may change over the 4-year college period (Sharf, 2006). According to Gottfredson (1981), gender and academic field may influence the development of aspirations among college students. In sum, the current study examined the development trajectories of the educational and occupational aspirations of students from their first year to the fourth year of college as well as the effects of gender and academic field on aspiration development. Methods Stratified and purposive sampling was employed to select participants from different types of colleges (both national and private colleges) and academic fields (both science/technology/ engineering and social sciences/humanities). A total of 1,090 first-year students from 11 colleges agreed to share their educational and occupational aspirations via self-report questionnaires in 2011. These participants agreed to fill out follow-up questionnaires between March and May in 2012, 2013, and 2014. To assess the students’ educational aspirations, this study asked, “What kind of degree will you want to pursue?” (Chen & Hwang, 2011). The responses were coded as 16, 18, and 22 for a bachelor’s, master’s, or doctoral degree. Hwang’s (2008) improved Taiwanese occupational prestige and socioeconomic status scale was used to measure the participants’ occupational aspirations. The participants were provided with a list of jobs (e.g., administrative assistant, teacher, or technician) and asked to select one. The jobs were assigned continuous numerical values based on those used by Hwang (2008). Two-level hierarchical linear modeling (HLM) was conducted for assessing the development of educational and occupational aspirations over the 4 years. Additionally, the moderating effects of gender and academic fields on the development of educational and occupational aspirations were examined using statistical tests performed in HLM 7.0. Results The two-level HLM revealed the following results: First, both educational and occupational aspirations exhibited similar development trends: a linear decline from the first year to the third year followed by a linear increase in the final year. Second, differences in gender and academic field affect educational aspirations initially; specifically, educational aspirations among male first-year students were higher than those among female first-year students. Also, first-year students in the fields of science, technology, and engineering had higher educational aspirations than those in the fields of social sciences and the humanities. However, gender and academic field did not initially affect occupational aspirations. Finally, neither gender nor academic field affected the development of educational or occupational aspirations in the later years of college. Discussion and Suggestions Consistent with prior studies (Chen & Hwang, 2011; Pramod, 2021), the current study discovered that first-year students had the highest educational and occupational aspirations. The students’ aspirations gradually decreased and were the lowest during their third year of study. A potential explanation for this finding is that students tend to be idealistic when starting college. However, they begin to realize that their actual academic performance may not be as high as they expected, reducing their aspirations in their third and fourth years of study. In line with previous studies (Gottfredson, 1981; Teravainen-Goff, 2020; Wang, 2007), this study discovered that first-year students who were female or in the fields of social sciences or the humanities had lower educational aspirations than their counterparts who were male or in the fields of science, technology, or engineering. The gender-based difference in aspirations may be attributed to the social norms in Taiwan. Taiwanese society holds some negative stereotypes regarding women who completed advanced degrees. The difference in aspirations owing to the academic field may be explained by the fact that science, technology, and engineering students are expected to pursue higher education to prepare for rapid changes in technology. The results imply three suggestions for educational practitioners. First, focused counseling programs suitable for students in each year of college should be organized. Second, gender-equal education should be encouraged to bridge the gap between the aspirations of male and female students. Finally, career guidance focused on specific academic fields should be implemented early in students’ college careers to help them establish informed educational and occupational aspirations and accordingly develop their skills to excel in their respective academic and professional fields.

Due to internationalization and the Southbound policy, the number of international students in Taiwan has increased rapidly in recent years. Among them, Southeast Asian students are the most likely to come to Taiwan to study. However, there is little scientific understanding of the learning experiences and career development of Southeast Asian Chinese international undergraduates in Taiwan's higher education system. This study therefore aimed to analyze the motivation to study in Taiwan, learning experiences, and career development of Southeast Asian Chinese international undergraduates. The research participants were four Southeast Asian Chinese international undergraduate students, two of whom come from Indonesia, and two from Malaysia. All were studying humanities or social sciences at a private university on the east coast of Taiwan. To understand their learning experiences and career development, four-year follow-up, in-depth interviews were conducted. We found that the motivation to study in Taiwan among the four research participants came from push factors in their hometowns and the scholarships offered by Taiwan's universities. In addition, they all faced language barriers in their learning experiences. However, each research participant developed a different career trajectory because they all experienced different social interactions in their learning experiences. This study also found that two of these Southeast Asian Chinese international undergraduate students were more likely to fall into the identity achievement status, the third was more likely to fall into the identity moratorium status, and the last one was more likely to be in the identity diffusion status, according to the categorization proposed by Marcia (1980). Their career development was influenced by their personal social background, family factors, motivation to study in Taiwan, language barriers, cultural differences, and learning achievement. [ABSTRACT FROM AUTHOR]

本研究主要探討以學生評鑑教師教學量表決定大學教師開課或去留的可行性。研究對象為東部某大學大學部學生，總樣本數為6,111 人。有別於過往學生評鑑教師教學的實證研究皆建構在古典測驗理論，本研究為了更嚴謹地回應學生評鑑教師教學的評鑑結果，因此使用近代測驗理論進行分析，並進一步考量學生的潛在異質差異對學生評鑑教師教學的影響。研究結果顯示，在未考慮評鑑教師的學生潛在異質差異時，教師可輕易通過學校所訂定在學生評鑑教師教學量表的效標門檻。但進一步考慮學生潛在異質性發現，不同潛在類別的學生評鑑教師教學的方式差異頗大。針對上述結果，本研究對大學教師及學生評鑑教師教學提出相關的建議。 This study examines the effects of variability in student ratings regarding instruction on decision-making for faculty teaching evaluation. A total of 6,111 undergraduate students from 173 classes in a university on the east coast of Taiwan were included in the research sample. This study is different from previous studies regarding student ratings for instruction that are constructed in classical test theory. We use item response theory to analyze the heterogeneity of students, to rigorously examine the effects on student ratings regarding instruction. The results show that teachers may easily exceed the teaching criterion score set by the university when not considering the heterogeneity of the student ratings. However, the different latent types of the variability of student ratings may be important for interpreting the results of different student rating scores. The recommendations for university teaching and student ratings regarding instruction are created based on the results from this study.

本研究旨在瞭解一位來自歐洲具有心理學專業背景的外籍教授Alex（化名），在臺灣教學與學生互動的歷程。研究方法包含教室觀察、師生訪談，以及相關文件資料蒐集。研究發現，語言隔閡和文化差異會影響Alex與臺灣大學生的互動。Alex認為大學時期的知識應由對話中建構而來，因此邀請學生與他辯論、甚至挑戰他的權威，然而，臺灣學生對老師威權的順從，以及課堂教室的靜默，令Alex 相當震驚，但他透過個人幽默的教學方式、主動關心學生，逐漸建立起雙方的理解與互信，從教室內的對話延伸至教室外的互動，經過1 年多的磨合，Alex與學生也建立了良好的互動關係。本研究最後針對外籍教授在臺灣的教學提出建議。 This study examined the teaching experiences of Alex, a professor of Greece, who taught in a psychology-related field in a Taiwanese university. This study found that linguistic barriers and cultural differences regarding teaching and learning posed major challenges for Alex. For example, because of his belief in the importance of critical thinking, Alex insisted that the students question his comments. However, the Taiwanese students, used to playing a passive role in the classroom, were initially reticent to Alex’s dialogical style. Through his sense of humor and friendliness inside and outside of the classroom, Alex gradually developed a mutual understanding with the students.

研究主要探討學生評鑑教師教學因素構念在跨層級架構下的合理性，以作為學生評鑑教師教學多層次議題發展的立論依據。研究對象為東部某大學大學部180 班學生，班級人數介於13 和78人之間，總樣本數為6,568 人。經多層次模式競爭及多層次複核效度檢定發現，學生評鑑教師教學量表的因素構念在學生層次分為教學準備、教材內容、教學方法、教學評量、教學態度等五個次向度，但在班級層次卻僅以單一因素構念「學生評鑑教師教學」反映不同班級間的差異。因此，本研究建議在進行跨層級的量表建構及議題探討時，應先檢視跨層級的構念是否產生改變，透過跨層級的模式競爭及效度複核，忠實呈現因素構念在多層次下的樣貌，而非僅將組間層次及組內層次的因素結構假定為相等，以避免後續跨層級推論的謬誤。 This study examined the rationality of multilevel constructs of student ratings of instruction. The sample consisted of 180 undergraduate classes from a university on the east coast of Taiwan, with a class size ranging between 13 and 78, for a total sample of 6,568 students. The results indicate five sub-dimensions of student ratings of instruction, including Teaching Preparation, Teaching Materials, Teaching Methods, Learning Evaluation, and Teaching Attitudes. The same instrument within class level, however, indicates only one single dimension. This study suggests examining the changes in cross-level constructs through multilevel model competition and multilevel cross-validation approaches. Examining the validity and rationality of the cross-level model presents the effect of each dimension under multilevel constructs to avoid the fallacy of cross-level inference.

本研究旨在了解教育大學學生對同志的看法，並比較男女學生對同志態度的差異性。研究對象為前花蓮教育大學289位學生，其中包括男生107人、女生180人，以及沒有表示性別者2人；研究工具為「大學生對同志態度調查問卷」，共25題，包括建立同志友善校園、願意接觸支持與服務同志、尊重同志基本人權、擔心同志污名與歧視眼光、以及違反社會倫理與道德等五個面向議題，前三者為正向題，後兩者為反向題。本研究發現，多數受訪學生支持建立同志友善校園，其中近九成的學生同意「學生們應該被教導尊重同 志的權利」，而多數受訪學生也同意，建立同志友善校園的教育工作可運用不同學門的課堂討論加入同志的議題與觀點，或於圖書館收藏有關同志議題的書籍和資料，或成立同志有關的教職員社團與學生社團。此外，女學生對建立同志友善校園、願意接觸支持與服務同志，以及尊重同志基本人權議題的人數百分比顯著高於男學生，而男生則在擔心同志污名與歧視眼光，以及違反社會倫理與道德的負面議題的人數百分比顯著高於女生。 The purpose of this study was to investigate the attitudes toward LGBT issues for students from a university of education and to examine the attitude difference between male and female students. “The Attitude toward LGBT Issues Questionnaire” was used to survey students’ attitudes toward LGBT issues. The scale was composed of 25 items rated on a 4-point Likert scale ranging from strongly agree (4-point) to strongly disagree (1-point). These 25 items were clustered around five issues: Friendly Campus, Willing Contact, Civil Right, Stigma Discrimination, and Ethic Morality. The questionnaire was administered to 289 university students at a university of education in June, 2008. Approximately 37% of the participants identify themselves as male (n = 107), 63% as female (n = 180), and 2 make no indication. As expected, more than 90% of students agree on building a LGBT-friendly campus and more than 70% agree on willing to support LGBT rights. Female students have significantly higher percentages than do male students in building a gay-friendly campus, willing to contact and support LGBT peers, and respecting civil rights for LGBT people. However, male students have higher agreement percentages than do females in worrying stigma prejudice and violating social morality. Some suggestions regarding LGBT education in university and future research are recommended.