A study of the interrelatedness between gender stereotypes, the attitudes of gender equity, and the needs of gender equity education among four-year technology institute students in Taiwan

In Taiwan, gender equity education has been put into practice for over eight years in Taiwan. Researchers wish to understand the students in primary, junior high school, and senior high school who have already received gender equity education over the last eight years in Four-Year Technology Institutions in Taiwan. They already have their own perceptions and attitudes on gender equity.; This study was designed to investigate the interrelatedness between gender stereotypes, attitudes of gender equity, and the needs of gender equity education among Four-Year Technology Institute students in Taiwan. A total of 982 students at technology institutes in Taiwan took part in this research study. The participants completed the four sets of self-reported questionnaires, including Background Characteristics, Gender Stereotypes, The Attitudes of Gender Equity, and The Needs of Gender Equity Education. The collected data were computed and analyzed using Percentage, Frequency Distribution, Mean and Standard Deviation, T-test, ANOVA, Scheffe post-hoc, Multiple Regression, and Pearson product-moment correlation. The findings of the study were generalized as follows: (1) Female students have more positive attitudes toward gender equity than do male students. This research also suggests that Four-Year Technology Institute female students in Taiwan hold less gender stereotypes, additionally, they exhibit higher needs for gender equity education than do male students. (2) The central region of Taiwan showed higher gender stereotypes and lower needs of gender equity education. (3) Among Technology Institute students in Taiwan, there is still higher gender stereotypes. (4) Since 1997 when students began to receive gender equity education in Four-Year Technology Institutes in Taiwan, there are positive attitudes of gender equity but there is still room for growth. (5) Since 1997 when students began to receive gender equity education in Four-Year Technology Institutes in Taiwan, there is still a high need for gender equity education. (6) The gender stereotypes and attitudes of gender equity are inversely related. (7) The education administration unit and school, according to the students, displayed negative characteristics of gender equity (higher gender stereotypes, department of business and home economics) and should be targeted to receive gender equity education. (8) The school sets up a course of gender equity education according to the students who have the characteristics of higher needs of gender equity education (higher attitudes towards gender equity, North and Central). Students who have lower needs of gender equity education (department of business and medical, nursing should be encouraged to take an elective subject or a related course on gender equity education. (Abstract shortened by UMI.)...