Although students equipped with the concept of gender equity may be better prepared to participate in a democratic society, gender is not a given but a construct, formalising a discourse in a non-arbitrary way through a matrix of practices. The study reports how two male Taiwanese university students, Jay and Dick, responded to female-centred texts to construct their concept of gender equity. Data sources include reading journal entries and oral interviews. The results indicate Jay's inquiry positions regarding gender equity allowed him to re-evaluate himself as a male reader, leading him to changed perspectives and a new understanding about his implicit beliefs toward gender. In contrast, responding to female-centred texts became a site of struggle for Dick, revealing gaps and contradictions within his conventional insights on gender equity. The results also inform us that male and female students need effective ways of constructing gender roles in responding to texts and talk.