校園中，性別不僅影響學校的人事結構、空間規劃、課程設計與課外活動等，美國知名學者Connell（2000）更指出學校即是一個性別政權（gender regime），直接影響同儕間的互動關係。而性教育的目的不僅在於將正確知識傳授給學生，或導正其偏差行為，更希望培養其健康、完整的性態度，促進不同性別間的和諧關係，且引導個體生理、心理、社會、文化等方面均衡健全發展。本研究針對高雄市某知名升學學校之男女學生，先以問卷發掘有意願受訪的學生後，再以訪談方式就其「性認同」與「性別特質」之形塑與影響進行探討，了解青少年對於正式授課及非課堂間是如何建構自身的性知識與性認同，期能提供性教育課程的調整、修正參考，使內容能夠更貼近學生生活並激發學生主動求知。

Gender impacts the personnel structure, spatial design, course program, and extracurricular activities in schools. Yet, on the other hand, as pointed out by a famous American scholar, Connell (2000), the school system itself is a gender regime, which also directly influences the peer interrelationships. The purposes of sexuality education is not just merely impart proper knowledge and/or amend deviations, but to cultivate a healthy and integrated sexual attitude, and further enhance the harmonious relationships within different genders, thus lead to an individual's overall balanced development bio-psychosocially and culturally. Within this study, a famous public high school in Kaohsiung was selected, as questionnaire was designed to find out those students who were willing to be interviewed, and further interviews were aimed to explore the influences and cultivation of their sexual identity and gender traits, hoping to understand how these teenagers established their sex knowledge and sexual identity through formal and informal courses. The ultimate goal was aimed to provide a reference for further revision or modification in sexuality course, so that the materials could be closer to the students' needs and initiate their motivation in learning.