| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 101 === This study aims to understand how Orchid Island students adjust to the vocational senior high school in Taiwan. The study focuses on five main perspectives: self-adjustment, interpersonal adjustment, academic adjustment, regulation adjustment and cultural adjustment. This study adopts a qualitative research method, including the focus group interview, a small-scale semi-structural interview and narrative inquiry. In order to understand students’ life experience and feeling, this research firstly conducted a focus group interview with seven Tau (the aborigines in Orchid Island) freshmen and sophomores, followed by an in-depth interview with five juniors. The major findings of this study are as follows:
1. The new student enrollment period is the climax of maladjustments.
2. A strong support system is beneficial to help students adjust to the school life.
3. To fulfill students’ physical and mental requirements by developing their beliefs in self ability, interpersonal relationship and religion.
4. Teacher’s cultural experiences and empathy could be fostered with a hope to promote the teacher-student interaction.
5. The homeroom teacher is crucial in observing and dealing with the students’ physical or mental difficulties.
6. A good interpersonal relationship could positively improve the relationship with teachers and peers.
7. A lack of culture identity will lead to some misunderstandings and biases in school context.
8. Students’ deficienciesin common curriculums cause learning difficulties.
9. Tau students tend to get better scores in technological subjects.
10. Peer assistance is necessary when meeting the learning difficulties,.
11. To combine the learning interest with the future career.
12. To hold the chance of affirmative action policy for aboriginal students.
13. To identify with the school regulations.
14. To highly identify with the ethnic culture.
15. The multicultural situation should be respected and the culture exchange needs to be encouraged.
16. The worries and distrust of culture heritage in school context.
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