辯論活動引入臺灣已有數十年，參與者以社團為單位，共同形成辯論社群。無論是選手、裁判、舉辦賽事的主辦單位，均為社群成員，在選手生涯結束後，繼續成為教練、裁判，投入辯論活動的運作中。因此，社群內會具有共通性高的文化，影響社團的運作方式。辯論社團內存在明顯的學長姊制，社群成員絕大部分均非常尊重學長姊。
辯論社團在國外已有相關研究，但臺灣一直沒有相應的研究。美國高中辯論社團的參與者高比例為男性，然而在臺灣的高中辯論參與者男女之間比例沒有太大的差距。不過，大學辯論參與者卻出現女性比例急遽下降的狀況，這個現象便很耐人尋味了，為什麼到大學階段女性參與者會離開辯論社群？
本研究將透過組織社會學的觀點，去理解辯論社群學長姊制如何維繫。本研究以資源依賴理論的觀點，發現因為辯論社群中，學長姊掌握無論是辯論能力的指導、上場機會的選擇、裁判決定勝負、練習賽的運作等各方面所不可或缺的資源，而掌握權力，使得學長姊制在辯論社群更容易得到成員發自內心的接受認同而得以持續運作。
關於女性在大學階段離開辯論社群，既有性別不友善的情況對女性產生推力之餘，這種男多女少的環境也更加強女性升上大學更不願意繼續參與辯論活動的推力。此外，女校相較於其他環境更傾向以高壓方式對待學妹的氛圍，消磨女校辯論參與者的參與意願，女校成員在大學階段會更傾向選擇離開。
最後，希望能透過本篇研究，起到改善辯論社群性別失衡的問題，同時也給其他同樣存有學長姊制的社團組織一點可能的啟發。
Clubs are an indispensable part of student life. However, existing literature predominantly approaches this topic from an educational perspective, examining how clubs influence students' learning outcomes and how schools manage them. There is a noticeable lack of research that treats clubs as units of study, aiming to comprehend the operation and maintenance of club organizational cultures. This research seeks to address this gap.
Debate activities have been introduced in Taiwan for several decades, with participants forming debate communities based on clubs. Whether as debaters, judges, or organizers of events, they all belong to this community. Even after their active debater phase, many continue as coaches or judges, remaining engaged in the operational aspects of debate activities. Consequently, the community develops a shared culture that significantly impacts the functioning of debate clubs. Within debate clubs, a distinct seniority system is evident, with community members largely respecting their senior peers.
While there is relevant research on debate clubs abroad, Taiwan has lacked corresponding studies. In American high school debate clubs, the participant ratio is heavily skewed towards males. However, in Taiwan's high school debate scene, the gender ratio shows less disparity. Nonetheless, at the university level, there's a notable sharp decline in female participation. This phenomenon raises intriguing questions: Why do female participants tend to leave the debate community upon entering university?
This study employs an organizational sociology perspective to understand how the seniority system is sustained within debate communities. From the standpoint of resource dependency theory, it discovers that within the debate community, seniors hold essential resources—such as guidance in debate skills, opportunities for participation, influence over judging outcomes, and the orchestration of practice matches. This resource control imbues seniors with authority, rendering the seniority system more readily accepted and thus continuously operational within the debate community.
Concerning the departure of female participants from the debate community during university years, beyond the push factors arising from an unfriendly gender environment, the male-dominated context also intensifies the reluctance of female students to continue participating in debate activities at the university level. Additionally, in comparison to other environments, female-only schools tend to foster high-pressure atmospheres towards junior members, diminishing the inclination of female school debaters to remain engaged. Female school members are more inclined to opt out upon entering university.
In conclusion, it is hoped that this research will play a role in addressing the issue of gender imbalance within debate communities. Simultaneously, it aims to provide potential insights for other organizations with similar seniority systems, contributing to the discourse on effective club management.
