本研究從社會脈絡的觀點，探討不同性別組成的班級脈絡對青少年性別角色 態度的影響，同時透過友誼網絡中不同的結構位置，展現脈絡所型塑的社會規 範力量對性別角色態度的社會影響過程。本研究使用中研院「臺灣青少年成長歷 程研究」的調查資料做為研究對象。結果發現，混合性別的班級（mixed-gender class）中，男生在混合班中的性別角色態度比單一性別男生班更傳統；女生在混 合班中的性別角色態度比單一性別女生班更傳統。在混合性別的社會脈絡中，學 生的行為與態度似乎更加符合一般傳統性別角色態度的期待。同時，友誼網絡位 置的影響，不論是個體在班級中受歡迎的程度（indegree centrality）或結構受限的程度（constraint），當個體性別角色態度愈符合所屬的班級脈絡所展現的性別角色態度規範，個體就愈受歡迎，並且愈有自信去接觸班級中其他具異質性的小群體。

The study explores the development of adolescents’ gender-role attitudes, concerning how the attitudes are influenced by different gender compositions in the classes, and how they are influenced by the normative force formed by friendship network position. The study uses the data from Taiwan Youth project (TYP) of Academia Sinica. The result shows that the boys in mixed-gender classes are more traditional than those in all-boys classes, and girls in mixed-gender classes are more traditional than those in all-girls classes. In mixed-gender contexts, the students’ behaviors and attitudes and their cross-gender interaction seem to be more in line with the traditional gender-role expectation. Finally, the effects of friendship network position include indegree centrality and constraint scores. We found if individual gender-role attitude is more in line with the gender-role attitude performed by the class contexts, the individual is more popular and is more confident in connecting other small heterogeneous groups in their classes.