The study for aboriginal college students who drop out, get back to school, and how they get used to school life

• Main Author: 蕭逸維
• Other Authors: 洪泉湖
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/30716201970253526863

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 94 === The purpose of this study is to find out how aboriginal college students drop out from school and how they get used to school life after getting back to school. The issues will be discussed include: 1.To know the aboriginal college students’ course of dropping out from school. 2. To know the factors which cause the aboriginal college students drop out. 3. To discuss what situations (academic and interpersonal system) the aboriginal college drop-outs will meet while getting used to new life after being back to school. After profoundly interviewing six experiment participants who have been through dropping out and getting back to school, we discussed and analyzed their context. What we find out will be mentioned under: The aboriginal college students’ course of dropping out and the factors for dropping out can be divided into family background, personal background and characteristics, expectations, and academic/interpersonal system. Family background can also be divided into “family economic problems”, “tense family atmosphere”, “the low enthusiasm for high education”, and “tribe familial expectation”; Personal background and characteristics can be generalized as “low self-confidence”, “reliance on bonus”, and “restraint-dislike personality”. And we also do study for the participants’ motives to choose different departments and they can be generalized as five different parts: “self- realization”, “interests for different departments”, “results for the college entrance examination”, “bonus inducement”, “predominant decisions by family relatives”. The expectations for college can be generalized as four different parts: “to help tribal people”, “to prove their ability”, “to expect to be as teachers”, “to enrich their social life”. For the academic system, it can be generalized as seven parts: “disappointment for the courses”, “apathy for what they are learning”, “low enthusiasm for learning”, “absence of techniques”, “different ways of learning”, “absence of partners while learning”, “increasing worry for being flunked out”. Interpersonal system can be generalized as seven parts: “pulling force from the student associations inside or outside campus”, “absence of interactions between teachers and students”, “alienation for differences among colleagues”, “decline of enthusiasm for student associations”, “busy in doing part-time jobs”, “lacking links while commuting”. The researcher will make a whole synthesis and generalization for four participants’ course of getting used to school life after being back to school. And the study will describe what situations (academic and interpersonal system) those participants will meet in their college life. For the reasons of getting back to school, they can be generalized as three parts: “self- realization”, “college diploma attainment”, “family relatives’ expectations”. For these participants’ expectations for college after getting back to school, they can be generalized as three parts: “helping tribal people”, “obtaining a skill”, “being graduated from college”. As for the academic system they will meet, it can be generalized as six part: “disappointment for the courses”, “low enthusiasm for learning”, “absence of techniques”, “absence of learning skills”, “absence of partners while learning”, “leaving school again”. As for the formal and informal interpersonal system they will meet, it can be generalized as five parts: “alienation for differences among colleagues” “ambiguous student association”, “absence of interactions between teachers and students” “alienation from student association”, “increasing efforts while doing part-time jobs”. For the study mentioned above, we have eleven conclusions in general: 1. If aboriginal college students can integrate their interests and skills needed, it will help decrease learning frustration. 2. When their family has problems in economy, to drop out or not will be the direct factor. 3. “College” is viewed by their parents as an important channel to raise their children’s social status. 4. As for their family background, we cannot prove that their parents’ enthusiasm for education and their educational background are relative. 5. Aboriginal college students tend to rely on bonus will affect their learning attitude; besides, putting bonus system into practice is not relative to learning effects after entering college. 6. If aboriginal college students can integrate their motives for selecting departments, expectations after entering college, and what they are learning together, it will help develop the academic system. But if the expectations cannot be integrated with academic and interpersonal system, it will make them feel worried for being dropped out more often. 7. In Taiwan, aboriginal college students’ course of dropping out is continuous and negative. 8. Aboriginal students’ colleague relations and ways of learning differ from non-aboriginal students’ because of different culture. Besides, it will easily make aboriginal students frustrated in their academic and interpersonal system. 9. Aboriginal students feel much more frustrated in “student association” interpersonal system than in academic system; however, it will not necessarily result in leaving school. On the contrary, if they cannot maintain proper grades in the academic system and that’s the “direct” basic factor for drop-out. 10. Aboriginal students lack linkage with their school while commuting. It will lead to barriers because of their living in campus together. 11. In Taiwan, aboriginal college students’ expectations after being back to school and frustration in the academic system before leaving school are obviously relative. According to the conclusions above, we give some suggestions for these: 1. The organizations on aboriginal education: (1) Give aboriginal college students opportunities to study themselves and do part-time job. (2) Do survey each year for their drop-out situations and conditions of adaptation after being back to school. 2. The units of students affairs and academic affairs in college: (1) Put colleague guidance and assistance into practice. (2) Enthusiastically build up the atmosphere of multi-culture campus. (3) Strengthen aboriginal students’ linkage with campus while commuting. 3. Suggestions for future study: (1) Methodology The study can be assisted by aboriginal students’, their parents’, and their teachers’ interview with observers. And it can help deeply understand aboriginal students’ affecting factors from family and school. (2) Subject The observers for the study can explore aboriginal college drop-outs’ conditions of their career development and obstruction factors more deeply. Besides, they can thoroughly know the linking process after dropping out by narrating the course. Key words: Aboriginal college students, dropout, back to school, get used to school life.