The impact of personal factors and campus experiences on racial identity development of the aboriginal and the Han''s college students

• Main Authors: Hui-Chen Ku, 古慧貞
• Other Authors: 黃玉
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/35080474695533741857

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 92 === The impact of personal factors and campus experiences on racial identity development of the aboriginal and the Han’s college students - Based on National Taitung University and Fu Jen Catholic University Hui-Chen Ku Abstract The purpose of the study was to understand the impact of personal factors and campus experiences on racial identity development of the aboriginal and the Han’s college students in the National Taitung University and Fu Jen Catholic University. The research questions included: (1) What is racial identity development of the aboriginal and the Han’s students in National Taitung University and Fu Jen Catholic University? (2) Was the racial identity development of the aboriginal and the Han’s students in these two Universities varied from different personal factors; if so, how and why? (3) Was the racial identity development of the aboriginal and the Han’s students in these Universities varied from different campus experiences; if so, how and why? (4) Which independent variables (included personal factors and campus experiences) explained the greatest amount of unique variance in the racial identity development of the aboriginal college students on the stage of “Internalization” in National Taitung University; why? (5) Which independent variables (included personal factors and campus experiences) explained the greatest amount of unique variance in the racial identity development of the Han’s college students on the stage of “Autonomy” in National Taitung University; why? (6) Which independent variables (included personal factors and campus experiences) explained the greatest amount of unique variance in the racial identity development of the aboriginal college students on the stage of “Internalization” in Fu Jen Catholic University; why? (7) Which independent variables (included personal factors and campus experiences) explained the greatest amount of unique variance in the racial identity development of the Han’s college students on the stage of “Autonomy” in Fu Jen Catholic University; why? Data were collected through self-developed questionnaires of “Racial Identity Scale of Aboriginal College Students” and “Racial Identity Scale of Han’s College Students”. The sample came from 143 population aboriginal students and 196 Han’s students, who had interactive experiences with aboriginals in both National Taitung University and Fu Jen Catholic University. Descriptive statistics were used to analyze the data. Since the study was particular to assist both aboriginal and Han’s students moving toward the highest racial identity development, four hierarchical multiple regression were used to explore which factors among “personal factors” and “campus experiences” can explain the development of 「Autonomy stage」 of the Han’s students and 「Internalization stage」 of the aboriginal students. Furthermore, A qualitative interview was conducted the two aboriginal students who had highest score in the “Internalization Sub-Scale” and the two Han’s student who had the highest score in “Autonomy Sub-Scale” in both university to understand the impact and development process of interaction between aboriginal and Han’s tribes in their campus experience. The findings of the research are: 1. Racial identity development of the aboriginal students is most on the Preencounter and the Internalization stage in both National Taitung University and Fu Jen Catholic University. 2. Racial identity development of the Han’s students who had interactive experience with aboriginals is most on the Autonomy and the Pseudo-independence stage in both National Taitung University and Fu Jen Catholic University. 3. The differences for the stages of the Preencounter and the Internalization in “Racial Identity Scale of Aboriginal College Students” among personal factors in both Universities are: a) gender: in both Universities, the racial identity development of female aboriginal students is most on the Preencounter and the Internalization stages; b) grade: in National Taitung University, the racial identity development of the aboriginal juniors and seniors is higher than aboriginal freshmen and sophomores; in Fu Jen Catholic University, aboriginal freshmen and seniors is most on the Preencounter stage, and aboriginal seniors and sophomores is most on the Internalization stage; c) residence: in both Universities, aboriginal students from Eastern Taiwan is most on the Preencounter and the Internalization stages; d) education level of mother: in National Taitung University, racial identity development of the aboriginal students whose mothers are with junior high education level is most on the Preencounter stage, and that of aboriginal ones whose mothers are with senior high education level is most on the Internalization stage; in Fu Jen Catholic University, racial identity development of the aboriginal students whose mothers are with elementary and junior high education level is most on the Preencounter stage, and that of aboriginal ones whose mothers are with junior and senior high education level is most on the Internalization stage; e) college entrance: in National Taitung University, the aboriginal students who were guaranteed to school without entrance examination are most on the Preencounter and the Internalization stages; in Fu Jen Catholic University, the aboriginal students who were sent to school through entrance examination or lower entrance standard are most on the Preencounter and the Internalization stages; 4. The differences for the stages of the Pseudo-independence and the Autonomy in “Racial Identity Scale of Han’s College Students” among personal factors in both Universities are: a) gender: in National Taitung University, racial identity development of female Han’s students is most on these two levels than male ones; in Fu Jen Catholic University, the racial identity development of male Han’s students is most on these two levels than females ones; b) grade: in both Universities, most Han’s sophomores and juniors are on the Autonomy stage; most sophomores and juniors in Fu Jen Catholic University and most juniors and seniors in National Taitung University are on the Pseudo-independence stage; c) education level of mother: in National Taitung University, Han’s students whose mothers are with senior high and junior college education level are most on these two stages; in Fu Jen Catholic University, Han’s students whose mothers are with elementary education level are most on these two stages; d) residence: in Fu Jen Catholic University, Han’s students from Northern and Central Taiwan are most on these two stages; in Taitung University, Han’s students from Eastern Taiwan are most on these two stages. 5. The differences for the stages of the Preencounter and the Internalization in “Racial Identity Scale of Aboriginal College Students” among campus experiences in both Universities are: a) about “taking multicultural curriculum”: in National Taitung University, students who never took these are most on two stages; in Fu Jen Catholic University, students who ever took one are most on two stages; b) about “interacting with teachers of different ethnic background”: in National Taitung University, students who seldom interacted with teachers of different ethnic background are most on two stages; in Fu Jen Catholic University, students who often interacted with those are most on two stages; c) about “interacting with peers of different ethnic background”: in both Universities, students who often interacted with peers of different ethnic background are most on the Preencounter stage; students who occasionally interacted with those in National Taitung University and students who often interacted with those in Fu Jen Catholic University are most on the Internalization stage; d) about “anticipating aboriginal service”: in both Universities, students who never anticipated are most on the Internalization stage; students who occasionally anticipated in National Taitung University and students who seldom anticipated in Fu Jen Catholic University are most on the Preencounter stage; e) about “designing curriculum or programs related to minority students”: in both Universities, students who thought school seldom designed these are most on two stages. 6. The differences for the stages of the Pseudo-independence and the Autonomy in “Racial Identity Scale of Han’s College Students” among campus experiences in both Universities are: a) about “taking multicultural curriculum”: in National Taitung University, students who never took these are most on two stages; in Fu Jen Catholic University, students who ever took one are most on the Autonomy stage; b) about “interacting with teachers of different ethnic background”: in National Taitung University, students who seldom and occasionally interacted with those are most on two stages; in Fu Jen Catholic University, students who occasionally and seldom interacted with those are most on two stages; c) about “designing curriculum or programs related to minority students”: in both schools, students who thought school occasionally designed these are most on the Autonomy stage ; students who thought school seldom designed these in National Taitun University and students who thought school occasionally designed these in Fu Jen Catholic University are most on the Pseudo-independence stage; d) about “if school emphasized development goal and policy on interaction with minority students”: in both schools, students who thought school often emphasized these are most on the Pseudo-independence stage; students who thought school occasionally emphasized these in National Taitung University and students who thought school often emphasized these in Fu Jen Catholic University are most on the Autonomy stage. 7. For the Internalization stage of the aboriginal students in National Taitung University, the personal factors can explain variance of 14% and the campus experiences can explain variance of 13%. The important personal factors(｜β｜＞.10) is “grade”, but is negative. The important campus experiences is “tribe service”, is also negative. 8. For the Internalization stage of the aboriginal students in Fu Jen Catholic University, the personal factors can explain variance of 7% and the campus experiences can explain variance of 5%. The important personal factors(｜β｜＞.10) is “college entrance” 9. For the Autonomy stage of the Han’s students in National Taitung University, the personal factors can explain variance of 8% and the campus experiences can explain variance of 8%. The important personal factors(｜β｜＞.10) is “education level of mother”, but is negative. The important campus experiences is “school policy and goal ”. 10. For the Autonomy stage of the Han’s students in Fu Jen Catholic University, the personal factors can explain variance of 4% and the campus experiences can explain variance of 18%. The important personal factors(｜β｜＞.10) is “education level of mother”, but is negative. The important campus experiences is “school policy and goal ”. Based on the findings, recommendations for practice and for further research are presented. Key words: aboriginal college student; Han’s college student; personal background; campus interactive experience; racial identity; preencounter stage; encounter stage; immersion/emersion stage; internalization stage; contact stage; disintegration stage; reintegration stage; pseudo-independence stage; autonomy stage