| Summary: | 碩士 === 國立花蓮師範學院 === 多元文化研究所 === 89 === Abstract
Taking the example of junior high school dropouts, this research aims to, through the dropout’s career narratives, present the dropout’s personal career development, look for the issues of self-identity in these narratives, and understand the formation of self-identity with regard to social-, gender role-, and race identity.
This research is divided into two stages. The first stage is focus group interview, which includes the interviews of two groups─dropout focus group and nondropout focus group─and seeks to analyze/compare the data of the two groups. The second stage is individual interview, which analyzes the issues of self-identity in five dropouts’ career narratives.
This research attempts to understand the common issues of self-identity in five dropouts’ career narratives:
1.I am a bad student . . . —In the light of social-identity, the dropout is categorized as “the bad student;” this social-identity influences the dropout’s self-identity, and this categorization prompts the dropout to identify himself as “a bad student” by and by.
2.I go to school for my family . . . —This issue involves many value judgments. Mostly, the interviewees accept the principles identified by the society and abandon their original insistence.
3.I want to be . . . —This question shows a struggle between the ideal and reality. Social identity, gender role identity, and race identity all play an important role in this issue.
4.I am a boy (girl) . . . —The interviewees dichotomize in their perceptions on gender. Most interviewees treat gender role issues with the dichotomy of right and wrong.
5.My race is . . . —The extent of race identity influences the interviewees’ self-identity. Those with higher race identity possess better self-identity, and vice versa.
Last but not the least, this research responds to the lack of race consciousness and the excess of heterosexual viewpoints in Erikson’s theory, and emphasizes the necessity of reducing the labeling phenomenon in dropout studies. It also reminds us to treat aboriginal dropout problems from a “acculturation” perspective, and expects to be helpful to relevant studies in the future.
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