本研究以花蓮地區498位高中職生（男295；女203）為研究對象。研究工具有三：（一）高中職生對異性戀人際關係量表；（二）對男同志人際關係量表；（三）對女同志的人際關係量表，包含友情接受度、愛情認同程度、與關懷同情度三個向度，每一量表各10題。研究結果發現，友情接受度方面，男女學生對異性戀、男同志和女同志的分數達顯著的交互作用，學生對友情接受度高低依序為異性戀、女同志、男同志；女生在男同志友情接受度高於男生。在愛情認同程度方面，男女生對異性戀、男同志和女同志的分數達顯著交互作用，學生對愛情認同程度高低依序為異性戀、女同志、男同志；女生對男同志和女同志的愛情認同程度皆高於男生，男女生對於異性戀的愛情認同程度則無顯著差異。在關懷同情度方面，男女學生對異性戀、男同志和女同志的分數達顯著交互作用，男生的關懷同情程度高低依序為異性戀、女同志、男同志，女生對異性戀分數顯著高於男同志與女同志；女生在異性戀、男同志與女同志的分數皆高於男生。本研究依據研究結果，針對高中職生性別教育、同志支持系統提出實務與研究方面的建議。

The purpose of this study was to investigate gender differences on heterosexual high school students' interpersonal relationship attitudes toward heterosexual, gay, and lesbian peers. A sample of 295 male and 203 female heterosexual high school students in Hualien city was recruited for the study. Results indicated that the interaction effects of students' gender and their attitudes toward the sexual orientation of the target were significant across the Friendship, Love, and Sympathy dimensions. Both male and female students reported the higher scores for accepting heterosexual peers and the lower scores for accepting gay peers across these three dimensions. Male students reported more negative attitudes toward gay peers in Friendship, Love, and Sympathy than did female students. Implications for programming, institutional support systems, and institutional policies were discussed. Directions for future research on gay and lesbian students were also highlighted.