Construction and Validation of a Model of Biethnic Identification of New Immigrants’ Children

• Main Authors: Shiau, Yin-Chang, 蕭吟常
• Other Authors: 陳明終
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/59139993931870569168

博士 === 臺北市立大學 === 教育學系 === 104 === This study examined the factors contributing to bi-ethnic identification in children of southeast Asian female immigrants (SAFI). Due to the complex and multifaceted environments of these children, their bi-ethnic identification development is influenced by individual factors and contextual effects. Survey research based on ecological theory was the primary approach used in this study. This research was based on a self-compiled questionnaire named “The questionnaire for student life experience”. This data was from northern Taiwan and surveyed public school children in grades four through six with SAFI mothers. A total of 900 questionnaires were distributed and 709 completed questionnaires were returned. The ecological factors examined included parent influence (parenting style of father and mother and parent-child relationship), interpersonal interaction in school (peer relationships and teacher-student relationships) and social networks (community relation and familial relationships). The results of this research were as follows: 1.Parental influence, interpersonal interactions in school, social network factors and bi-ethnic identity in children of SAFI were above average. 2.Parental influence, interpersonal interactions in school, social networks and bi-ethnic identity in children of SAFI showed significant gender differences. 3.Parental influence, interpersonal interactions in school and social networks were associated with bi-ethnic identity in children of SAFI. 4.Parental influence, interpersonal interactions in school, and social networks account for 68.4% of the variance of bi-ethnic identity in children of SAFI. 5.The SEM constructed for the parental influence, interpersonal interactions in school, social networks and bi-ethnic identity showed a goodness of fit. Based on these results, these findings provide the foundation for several proposals that will assist education administration authorities, junior-high schools, teachers, parents and future researchers in their respective work. Keywords: parental influence, interpersonal interaction in school, social network, bi-ethnic identification