大專原住民學生校園經驗與族群認同、心理社會發展之關係－以北部某多元族群技術學院為例

The Relationships between Campus Experiences and Racial Identity, Psychosocial Development of Aboriginal Students in a Multi-racial Institute of Technology

10.7044/NHCUE.200512.0001

劉若蘭(Ruo-Lan Liu)；黃玉(Yu Huang)

校園經驗 ； 族群認同發展 ； 心理社會發展 ； 大專原住民學生 ； campus experience ； racial identity development ； psychosocial development ； aboriginal college student

新竹教育大學學報

21期（2005 / 12 / 25）

1 - 33

繁體中文

近年來政府一直強調技職教育對原住民學生的重要性，鼓勵國中畢業生繼續接受職業教育，但是對於原住民學生在學習過程中可能出現的適應壓力與自我認同的困擾，卻很少探究。許多原住民學生在居住的部落就讀國小、國中，而高中以後才到都市的學校就讀，當外在環境和人際互動模式與其以往的經驗出現很大的差別時，有可能對其學習適應與自我認同產生深遠的影響，可惜這方面的研究並不多。 本研究以北部一所原住民學生占全體學生人數約五分之一的技術學院（以下簡稱為多元族群技術學院）五專部原住民學生為對象，以校園經驗、族群認同發展、心理社會發展量表進行問卷調查。研究目的為，探討大專原住民學生校園經驗與族群認同、心理社會發展之關係，期望提供相關學校或機構，經營多元文化學習環境，以促進原住民學生族群認同與全人發展之參考。 研究結果發現，大專原住民學生的校園經驗（包括學術投入、族群互動、人際投入）與其心理社會發展有顯著正向的關係，其中學術投入、人際投入為影響發展較為重要的因素，至於原住民學生族群認同高階段（接觸期、沉浸期、內化期）的發展，則與原住民學生互動有顯著正向關係，且為主要的影響因素，而解釋低階段（接觸前期）發展的重要因素為活動參與，惟彼此關係為顯著負向相關，由內化期原住民學生徑路分析結果得知，與同族群互動對於內化期發展有直接效果，亦可透過人際投入對內化期與心理社會發展產生間接效果，學術投入對心理社會發展有直接效果，也可經由人際投入對內化期及心理社會發展產生間接效果，故人際投入可以說是影響大專原住民學生發展的重要關鍵因素。因此，本研究可以推論，大專校園如能增加原住民學生與同族群學生互動機會，並鼓勵其參與校內外活動，教師亦能在課內課外增加與原住民學生的互動，應能提昇其族群認同與心理社會的發展。

The purpose of this study was to investigate the relationships between campus experiences and racial identity development, psychosocial development of aboriginal college students. Participants were 60 aboriginal college students, who attended a multiracial institute of technology (There are 20% aboriginal students in this institute and all the students are required boarding). Instruments used were the revised Student Developmental Task and Lifestyle inventory, Aboriginal College Student Racial identity Development Scale and the College Student involvement Scale. The findings are as following: 1. There are significant positive correlations between student involvement and psychosocial development of aboriginal college students. And the most important influential factors are academic and social integretion. 2. The interaction with aboriginal students is the most important factor to explain the variances of 「Encounter stage」、「Immersion-Emersion stage」 and 「Internalization stage」 of aboriginal college student racial identity development. 3. The activity participation is the most important factors to explain the variances of 「Pre encounter stage」 of aboriginal college student racial identity development, but the correlation is negative.

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