罗鸣

• 1:北京外国语大学英语学院

摘要(Abstract)：

治理校园欺凌专项政策的相继出台表明国家对校园欺凌问题的日益重视。但目前的相关政策缺乏性别视角,使得校园性别欺凌的受害者无法得到应有的保护。这部分是因为关注青少年学生性与性别身份和身心健康之间作用机制的研究屈指可数,从而缺乏支持政策的相关研究依据。因此,本文以性与性别少数学生这一典型易感群体为例,来讨论校园性别欺凌与校园安全、学生身心健康的关系。基于2070份来自全国在校生的网络问卷数据,本文发现,遭受过校园欺凌的性与性别少数学生,较之未遭受欺凌的性与性别少数同伴,有着更低水平的心理健康状况和更高水平的风险行为。校园欺凌主要通过"身份疑虑"发生作用,校园环境与身份差异性会对校园欺凌实际产生的负面影响产生调节效应。这些发现提示我们,性与性别教育、完善学校预防和治理欺凌制度等是塑造友善安全校园不可或缺的元素。

关键词(KeyWords)： 校园性别欺凌;性与性别少数学生;身心健康

Abstract:

Keywords:

基金项目(Foundation): 同语“校园性别暴力研究”项目,该项目由乐施会资助

作者(Author): 罗鸣

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• (1)校园性别欺凌,也可译作校园性别暴力(School-Related Gender-Based Violence),这一概念在2013年的“亚太地区关于学校性别暴力预防与干预的专家圆桌会议”上得到了细致的讨论。其基本定义是:“凡是导致或有可能导致儿童 /青少年身体、性和心理上伤害的行为或语言均是暴力。这种暴力包括所有形式的暴力,直接暴力和符号暴力,也包括对暴力的恐惧。这种暴力发生在教育场所(包括正式和非正式场所以及上学放学路上等),针对女孩、男孩、间性儿童(Intersex)、跨性别儿童(Transgender),且基于性别的刻板印象、传统社会角色规范以及儿童不同的生理性别和社会性别认同等而发生的暴力。”
• (3)顺性别(Cisgender,Cissexual)指自我性别认同和出生时的生物性别相同;顺性别者的生理性别、自我性别认同和社会性别三者统一,认为自身不属于多元性别。
• (4)性与性别少数人群指在性倾向上非异性恋,或者在性别认同和性别表达上为非顺性别的人群。为方便阅读,本文中会与“性少数”一词交替使用。
• (5)网络问卷的优势是可以涵盖较大范围人群,在成本有限的情况下最大范围地触及不同地区学校学生。同时,网络问卷的隐私性较好,性与性别少数学生可以在私人空间和时间里进行问卷填写,既有利于保护学生的隐私也有利于学生如实填写答卷。不过,网络问卷无法控制问卷抽样方法,虽然数量较大的网络问卷结果可以在一定程度上反映大面上的情况,但很难严格推论总体。而且填写网络问卷对答题人的文化程度、经济能力或对信息技术的掌握也有一定的要求。但是在本调查中网络问卷的这种局限性应该并不显著,因为,第一,此调查的目标人群是中学(含)以上在校学生,基本具备填写问卷的文化程度;第二,随着智能手机的普及,当前掌握信息技术所需要的文化资本与经济实力要求均有下降,本调查所回收的问卷中有97%左右的问卷(3 915份)是通过手机提交的。
• (6)间性人是指出生时在染色体、性腺或生殖器上不完全符合男性体征,也不完全符合女性生理特征的人。
• (7)在对学生的访谈中发现,校园中缺乏对多元性别的认知并不代表校园环境是一个中立的环境,缺乏知识和意识使得校园中师生之间和学生之间完全没有可以对话的环境,因此赋值上高于“很不友好”。