我是一位高中公民老師，由於學科性質與個人的性別經驗，我特別關注性別平等教育的實踐，也因此獲得許多性別少數學生的信任，透過正式課程的教學或非正式課程的互動，協助學生性別認同發展。本研究邀請三位性別少數學生為協作者，運用敘事探究的方法，敘說三位學生如何在父權體制的陽剛權威下運用生存策略，形塑其性別認同。
敘事歷程中，揉合自我的成長經驗，透過學生過去的成長、與我的相遇、以及未來發展的歷程，反思公民教師在教學實踐上的行動，達到公民教師在性別平等教育實踐的借鏡與反思。資料蒐集的方式包括：學生訪談、課堂經驗回溯、課堂教學紀錄等方法。
故事撰寫分為三個小節：小馬、維斯、與小言，三個學生分別開展不同的生命歷程，本研究運用學生與我相遇的故事，以及教學實踐的策略與談話，開展學生與我在性別平等、性別認同形構的歷程。本研究運用性別認同形構的理論分析三位學生的故事，包括階段、特色、困難與能動性四個面向的分析。
首先，分析學生的性別認同發展形構，運用學生的故事與理論進行對話，進一步敘寫學生在各個性別認同形構階段的情形，以及在與我相遇後所的發展階段。小馬與維斯是我任教之後畢業較久的學生，這次透過研究再次對話，多發現他們有了更多的自信與勇敢，也更認同自己的性別角色；小言是這幾年畢業的學生，再次相遇，更感受到他對自己性別認同的自豪與自信。
其次，說明學生受到外在環境與內在條件的影響下，性別認同發展的獨特性。小馬的性別氣質符合傳統社會期待的陽剛氣質，不會出現身份混淆階段的否定自我的問題。維斯的生理性別為男性，但因為陰柔的性別氣質被同儕霸凌，在書寫故事的過程中，維斯特別提及因為自己陰柔的性別氣質，在建立舒適圈不一定要依附於同性戀群體。小言是研究中唯一的生理女性，同時也是雙性戀。在小言的發展過程中，他在喜歡女生與喜歡男生當中對自己進行比較，過程中認為自己可能是一個潛在的異性戀者，以減緩疏離的不適感。
再者，分析性別認同歷程中遇到的困難，小馬最大的困難在於「不同個體的同性戀在不同家庭的比較」與「同一個體在不同群體間的身份比較」。雖然小馬在學校不經意地被老師知道，但不是每一個家庭都能夠坦然的接受，產生學校與家庭的落差。維斯隱藏自己同性戀特徵，減少家庭成員的懷疑。小言遲遲沒有到身份合成階段，最大的關卡還是自己，小言認為要跟過去的自己「和解」，也變得更加的理性與更加接受這樣的自己。
最後是個體能動性分析，小馬認為父權體制下沒有辦法解決性別發展歷程階段面臨的問題，若能夠透過性別議題的課程，開展性別少數學生的性別意識，也能夠減少性別發展歷程階段的困境。維斯認為個體的能動性在於，可以將自我內在的形象與外在期待合成，而這樣自我與社會之間的拉鋸，必須要透過自我本身的反思才有辦法完成。小言認為面質情緒是非常重要的事情，教師應該要正視學生不安與惶恐的情緒，而不是選擇逃避與試圖說服。
本研究最後針對性別平等教育提出數項建議：解構父權體制對性別少數學生的壓迫、性別平等教育應該要融入各個領域、關注學生的性別認同發展歷程的差異性。

I am a civic education teacher in a senior high school. Due to the nature of my teaching subject and my personal gender experiences, I pay extra attention to the implementation of gender equally education. As a result, I have gained the trust of many sexual minority students. Through formal and informal curriculum, I’ve assisted students in their development of gender identity. Adopting narrative inquiry, this study invited three sexual minority students as participants to narrate how they utilized survival strategies to formulate their own gender identity under a masculinity-dominated, patriarchal society. The methods for data collection included interview, life experience review and observation.
This study integrated my personal experiences, the students’ life experiences, our interaction, and the journeys of our future. I tried to reflect on the implementation of gender equality education for a civic education teacher.
Story writing was organized into three sections, each for a participant: XiaoMa, WeiSi, and XiaoYan. This study utilized the stories of our encounters as well as the strategies of teaching implementation to carry out the journeys of gender identity formation. It then adopted the theory of gender identity formation to analyze the stories of the participants, which include the analysis of the following four aspects: stages, features, difficulties, and agency.
First, I analyzed the stages of the student's gender identity development. XiaoMa and WeiSi are more confident and courageous than before, as well as being more able to identify with their own gender roles. XiaoYan is always showing her pride and self-confidence in terms of her gender identity.
Secondly, this study explained the uniqueness of gender identity development of the students under the influences of both the internal and external conditions. XiaoMa’s gender temperament fits the masculinity as expected from a traditional society, so the issue of self-denial in the stage of identity confusion never appears. WeiSi is physically a male, but is often ostracized and bullied by his classmates because of his feminine temperament. WeiSi specifically brought up the notion that he does not necessarily need to attach himself to a homosexual group when establishing a comfort zone because of his feminine sexual temperament. XiaoYan is the only physically female participant, and she is also a bisexual. She often compares her feeling to be homosexual and heterosexual. During this process, she realizes that she may be a potential heterosexual, thereby allowing her to soften the discomfort she feels from being distant.
Third, this study explored the difficulties one faces during the process of gender identity. The biggest difficulty that XiaoMa faced was “the comparison of different homosexuals in different families” and “the comparison of identity of one individual among different groups”. Even though XiaoMa was understood and supported by his teacher, not every family did the same way, which produced a discrepancy between the school and family. WeiSi attempted to cover up all the signs of him being a homosexual so that he can minimize any suspicion towards his sexual orientation from his family members. XiaoYan, on the other hand, never achieved the stage of identity cohesion. XiaoYan believed that she had to make up with her past so that she would be more willing to accept herself.
Lastly, regarding the analysis of agency, XiaoMa believed that it is difficult to resolve the problems faced during gender development under the patriarchy system. If gender minority students’ awareness could be raised through gender equality education, they would have better experiences during gender identity development. WeiSi believed that the initiative of the individual lies in the fact that it can combine the inner image of the self with the external expectation, and such a tug-of-war between the self and society can only be completed through the reflection of the self. XiaoYan regarded feeling as a crucial matter. Teachers should pay attention to students’ uncomfortable feelings and not attempt to persuade student’ back to the “correct” ways.
This study proposed several suggestions for gender equality education: deconstructing the oppression that the patriarchy system has over the sexual minorities, integrating gender equality issues into all subjects, and being aware of the differences among the students in their development of gender identity.

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