來跳舞吧：男性大學生參與舞蹈課之歷程探索

Let's Dance: An Exploration of Male College Students' Internal Process on Dance Class

10.5297/ser.1602.005

劉雅文(Ya-Wen Liu)；盧俊宏(Frank Jing-Horng Lu)；周宏室(Hung-Shih Chou)

舞蹈教育 ； 刻板印象 ； 質性研究 ； 性別 ； dance education ； stereotype ； qualitative research ； gender

大專體育學刊

16卷2期（2014 / 06 / 30）

182 - 191

繁體中文;英文

性別刻板印象是運動心理學的重要議題，然而男性大學生參與爵士舞蹈是否如文獻記載中以負面的態度來看待這件事情、或是被認為是女生的活動、或是質疑舞蹈課真的是否達到身體活動目標，是一個很值得探討的主題。本研究目的是以紮根理論的方式來探討男性大學生之歷程探索。本研究參與者包括訪談15位受訪者，以一對一的結構式訪談，結合田野觀察、個別訪談和焦點團體訪談等資料進行歸納分析，利用紮根理論來建構男性大學生參與舞蹈歷程探索的多面向多階層概念。研究結果顯示：男性大學生歷程探索包含4個高階主題，「接觸」、「掙扎」、「驚驗」與「改變」。在「驚驗」下包含3個低階主題「充實的學習內容」、「良好的社會互動」、「正面的教師誘導」。本研究結論：從剛開始接觸舞蹈，學習中的正面感受，會轉變男性大學生的刻板印象，改變對舞蹈的態度，喜歡舞蹈課程。

Gender stereotype is an important issue in sport psychology. However, whether male students have negative attitude toward Jazz dance, or just consider dance as female students' activity, or dance activity cannot achieve the goal of physical activity, are the worthy questions to investigate among male students. The purpose of the present study was to investigate male college students' internal process on Jazz dance by using the ground theory approach. This study conducted one-on-one or in-depth interviews for 15 male college students. Interviewed transcripts, field observation notes and focus-group interviewed transcripts were integrated for inductive analysis. By using the grounded theory approach, we construct a hierarchical and multi-dimensional model of male students' internal process on Jazz dance. Results showed that there are four higher-order themes, including 〞touching〞, 〞struggling〞, 〞amazing〞, and 〞changing〞 underlying their Jazz experiences. The amazing category comprises of 3 sub-themes, such as 〞fruitful learning content〞, 〞positive social interactions〞, and 〞positive teacher induction〞. This study suggests that male college students have changed their gender stereotypes due to positive feelings derived from learning Jazz dance, and they have changed their attitudes towards dance and they have been in favor of dance courses.

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