Analysis of the Aboriginal Higher Education Policy and the Willingness for Higher Education

• Main Authors: HSIAO, PEI-HUA, 蕭佩華
• Other Authors: CAI,YUN-DONG
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/75769674283254043864

碩士 === 國立中正大學 === 政治學研究所 === 103 === This study examines the higher education policy for aboriginal college students, and explores the reasons of aboriginal students why they go to university. There are four variables investigated, including individuals, families, schools and the awareness of aboriginal higher education policy. A cross-sectional exploratory survey design is employed; methods include interviews and mailed, self-administered questionnaires. Survey questionnaires were administered by random sampling to the members of aboriginal-related student clubs within 9 colleges in Taiwan. There were 143 valid samples collected, and meanwhile, totally 16 persons interviewed, included government officials, experts and scholars, senior high school guidance officer, president of student clubs. Interview data are used to verify, support, and explicate the statistical analysis findings. Results indicate that the major problems of aboriginal higher education policy include: high turnover rate, the uneven distribution of talent, manpower demand gap, and lack of ethnic identity. Then, although affirmative action policy for aboriginal high school plays a role of training talent resource, aboriginal students themselves cannot get rid of the identity of the welfare brand in college. In addition, the key reasons of aboriginal students why they go to university include: individual (learning motivation, grade, aptitude of further studying, and V cultural identity), family (Number of siblings, economic capital, cultural capital, and social capital), school (teaching environment, teacher and classmates, and school culture), institution (popularization of the university policy), and affirmative action policy for aboriginal school ( the policy of economic subsidies and encourage further studying). Finally, parents’ educational attitudes scores the highest Beta weights and explains most of the variability in survey.