都市原住民國中生族群文化認同與學校生活適應關係之研究—以台北市為例

• Main Authors: Zhong-zhi Wu, 吳忠基
• Other Authors: Tien Tai Wu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/73214083806777148607

碩士 === 國立東華大學 === 族群關係與文化學系 === 99 === The purpose of this research is to examine the cultural identification and school life adjustment of the aboriginal students of Taipei junior high schools. Furthermore, to identify the relevant variance of school life adjustments among different aboriginal groups, based upon group cultural identification. This research studied aboriginal students in grades 8 and 9, using related literature to establish a basic theory, then, considered the background of each group as a “basic variable”, identification of group culture as an “independent variable”, and the adjustment of school life as a “dependent variable”, to develop an measurable chart and format. This research is based upon 497 questionnaires distributed, with 412 effective questionnaires returned. All samples are analyzed according to “independent sample tests, One-way ANOVA (variance, Pearsons Analysis of Corrections, and Regression Analysis). The conclusions are derived from a statistical analysis, and recommended for reference. The conclusions are as follows: 1) The living environment and backgrounds of aboriginal students in the Taipei are: A) 84% of aboriginal junior high school students move into metropolitan areas before they enter into elementary school, therefore only 42.5% have had the experience of living with their own aboriginal groups, and 67.5% of students live with both of their parents. Only 32.5% of students live in a single parent home or with grandparents who provide the family structure. B) In the case of 28.9% of the aboriginal families, both parents are aboriginal. Therefore only 10.7% of the students have had fewer opportunities to use their aboriginal language, and 18.7% of them have participated in fewer aboriginal cultural activities. C) 80% of the parents of aboriginal students in Taipei junior high schools have only completed their high school education. Having experienced only low educational levels themselves, they need to focus more on their livelihood than on their children’s education. As a result, most of their children earn poor grades in school. These parents are the major source of income for the family, and 67% work at manual labor jobs. 2) The identification of their own cultural group is a “high intermediate” level. Among those, “cultural unification” ranks the highest, followed by “cultural involvement”. “Belonging to their culture” is the lowest. 3) They have adjusted to school life very well. Among their choices, “personal relationship” ranks the highest, “regulation adjustment” comes second, but the “adjustment of study” needs great improvement. 4) Their group culture identification is affected by several factors such as: the lack of experience living in the tribe, the time frame of their move to the city and suburban areas, the frequency and use of their tribal language, their involvement with tribal activities, academic performance, family members, the heritage of both parents, education, and the background of the father. Yet, the education of the mother and the occupation of both parents do not seem to make a difference. 5) Their school life adjustments are affected by the following factors: experiences living in the tribal community, the time frame of living in the city, academic performance, participation with tribal activities, members of the family, educational levels of both parents, and the occupation of both parents. That these factors affect academic scores is obvious. But it is less obvious with other factors: the tribal heritage of the parents, and the frequency and use of their tribal language. 6) The cultural identification of their group does correlate with school life adjustments, and it can explain the variance and differences in performance.