本研究主要探討國中學生的性別信念及其影響因素，重點分析數學教師的性別、教學表現及性別信念對學生STEM（科學、技術、工程和數學）相關的性別信念的影響。研究旨在揭示如何通過教育干預減輕性別刻板印象，並在學生作出領域選擇之前的重要時期加以導正，預防並減輕STEM領域內的「管漏現象」。研究使用台灣教育長期追蹤資料庫（TEPS）數據，探討教師因素對學生性別信念的影響，及其影響的性別差異。結果顯示：數學教師方面，良好的教學表現、充分的教師關懷以及更多的女性教師數量都對減輕刻板印象和改善學生性別信念有正面影響；其中，良好的教學表現能讓所有學生受益，而教師關懷和女性教師數量的增加有助於女性學生跳脫傳統的性別信仰。學生性別方面，女生相較於男生更容易受到外界影響，其性別信念更易被改變，並更有機會被導正和改善。本研究強調在國中階段進行早期教育干預的重要性，並提出提升數學教學品質、強化數學教師與學生間的互動與關懷、及調節數學教師性別比例的建議，以期降低學生數理科學習的刻板性別信念，進而預防性地減輕STEM領域性別管漏現象。

This study explores the gender beliefs of middle school students and focuses on how math teachers’ gender, teaching performance, and gender beliefs influence students’ STEM-related gender beliefs. The study aims to understand how to mitigate gender stereotypes before they make important academic choices to prevent the “leaky pipeline” phenomenon in STEM fields. Using data from the Taiwan Education Panel Survey (TEPS), this study employs OLS regression analysis to examine the effects of teacher-related factors on students’ gender beliefs and the interaction with gender. Results show that gender beliefs vary by gender and generation. In general, males have more conservative gender belief than females do; the younger generation are more liberal in gender belief than the older generation. Math teachers with high-quality teaching and adequate care, and taught by more female math teachers significantly reducing students’ gender stereotypes in STEM-learning. High quality teaching benefits all students, while teachers’ care and taught by more female teachers provide additional support for female students. Girls are more susceptible to external environment than boys; in other words, their gender beliefs are possibly altered by changing the educational process. Therefore, this study emphasizes the importance of early educational interventions during middle school and suggests that improving teachers' behaviors, and raising the number of female math teachers might reduce the gender gap in STEM fields.

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