| Summary: | 博士 === 國立暨南國際大學 === 諮商心理與人力資源發展學系輔導與諮商研究所 === 104 === This study aims to recall the aborigine teenagers’ experience of going away to school (GATS), and to expand and enrich how the GATS experience influcences their career construction. Based on the perspectives of Hermeneutic Phenomenology, this study develops semi-structured interviews to collect stories of aborigine teenagers’ career construction. A total of 12 participants are interviewed; half of them are aborigine teenagers and the other half are aborigine adults. The teenager sample includes GATS group (3 students) and stay home for school (SHFS) group (3 students); the adult sample contains GATS group (3 adults) and non GATS group (3 adults). The main findings of this study are as follows:
This study finds that three features exist in the GATS teenagers’ career construction. First, aborigine teenagers’ interpretation of GATS experience results in an extreme success-failure career model. Second, aborigine teenagers’ interpretation of competition and interactivity with urban people affects their career construction. Finally, external environment enticements and lack of parental discipline contribute aborigine teenagers to disregard academic learning and to indulge in smoking and drinking. Additionally, there are two features in the SHFS teenagers’ career construction. First, aborigine teenagers’ expectation to go away to school affects their career decision. Second, aborigine teenagers will observe and internalize others’ experience of GATS failure, and have a fear of being defeated. Based on the stories of the two grops, this study further reveals that the aborigine teenagers’ GATS phonemenon is the results of the interaction between tribe-based social construction and personal subjective perspectives. The elements of GATS phonemenon are: 1). GATS is a social trend; 2). to be well-informed is a major motive of GATS; 3). GATS is a chance to have a good job rather than farming; 4). GATS can earn the tribe’s respect; 5). the intense competition in the city will make people advanced; 6). GATS is a flexible life chance.
Next, this study finds that three features exist in the career construction of adults with GATS experience. First, the involuntary GATS experience affects their career adaption. Second, aborigine adults’ interpretation of GATS experience affects their career construction. Finally, the experience being discriminated leads aborigine adults to start to recognize their own ethnic group. There are three features in the career construction of non GATS adults. First, the poor economic circumstances enable aborigine adults’ career to be prematurely foreclosed. Second, aborigine adults’ interpretation of poverity affects their career construction. Finally, the pursuit of meaning is a major motive to construct career continuously. Based on the aborigine adults’ recall and observation of life, this study again reveals that the aborigine teenagers’ GATS phonemenon is the results of the interaction between tribe-based social construction and personal subjective perspectives. The elements of GATS phonemenon are: 1). GATS represents parents’ love and expectation; 2). To prove the existence of self and group by means of competing with urban people; 3). The stereotype that students at homeland schools are easy to pick up bad habits affects their career construction; 4). The flexible learning circumtances which homeland schools provide affects their learning performance; 5). Urban schools provide better learning circumstances; 6). The pursuit of excellence is a major GATS motive; 7). GATS is a chance to avoid farming. Additionally, this study finds GATS is still the top priority when aborigine adults plan for their children’s studying. The reasons are 1). aborigine parents hope to broaden career choices for their children; 2). the low confidence in educational environments of tribe affects aborigine parents’ plan for children; 3). the family support modes and the emotional connection strategies are important consideration of children’s GATS.
The critical factors for aboriginal teenagers’ GATS involve in barrier factors and protective factors. First, the barrier factors include 1). contextual barrier factors such as a). the educational dilemma which aboriginals face disadvantages aboriginal teenagers’ career development; b). leaving home early and lacking parents’ company facilitate GATS aboriginal teenagers’ maladjustment; c). the material and entertaining temptation deviates aboriginal teenagers from academic learning; d). the pressure and lure from teenagers’ subculture drives them for alcohol and tabocoo; and 2). subjective barrier factors such as a). the pre-understanding that urban people are more excellent prompts teenagers being in a vicious circle of academic failure and self-concept destruction; b). the imagination of discrimination weakens teenagers’ readiness to pursuit for success; c). the fear and expectation of GATS failure mitigates teenagers’ confidence and courage for career success. Second, the protective factors include 1). external protective factors such as a). putting off the time to GATS may construct a more practical career viewpoint; b). home is the indispensable supporting power to cope with career transition; c). friendly interpersonal interaction increases their courage for discrimination; d). properly contacting and understanding urban cities strengthens the adaptation to GATS; 2). internal protective factors such as a). the tough will is the driver to overcome barriers; b). calm observation and objective judgments facilitates a strong mind for career obstacles; c). self-efficacy is the foundation to build and stabilize career development.
By comparing the stories across generations, this study has four findings. First, both consensus and differences exist in the GATS opinions across generations. The consensus include 1). GATS is a critical chance to avoid farming; 2). GATS is a chance to become an excellent aboriginal; 3). the education environment in the urban cities is able to elicit aboriginal teenagers’ competition intention. The differences are that 1). early GATS students carry more expectation from the tribe to compete with urban people; 2). late GATS students hold more expectation from themself to broaden their horizons. Second, the generation differences are found in aboriginal teenagers’ career barriers and coping strategies, including 1). the GATS intention is different in generations, but the career planning are mostly based on tribe experience; and 2). the discrimination experience and coping are different in generations. Third, there are potential crises for aboriginal teenagers’ career restriction, including 1). consistent career value restricts aboriginal teenagers to develop multiple careers; and 2). narrow career value contributes to a potential risk of emptying tribe. Finally, the main career value in the tribe has changed slowly, including 1). GATS is not the only option for career success anymore; and 2). going away to school/work is not a warrant for career success, and making money in the tribe may be a career alternative.
Based on our results, this study develops several suggestions for future research avenues, psychologyical counseling, and education from the perspectives of aboriginal career counseling practices, aboriginal parents’ plan for their children, and aboriginal teenager education.
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