大專漢族學生族群互動、校園投入與族群認同、心理社會發展之關係－以北部某多元族群技術學院為例

The Relationship between Campus Experiences and Racial Identity, Psychosocial Development of Han College Students in a Multi-Racial Institute of Technology

10.6231/CME.2005(17)02

劉若蘭(Ruo-Lan Liu)；黃玉(Yu Huang)

族群互動 ； 校園投入 ； 族群認同發展 ； 心理社會發展 ； 大專漢族學生 ； multi-racial peer interaction ； campus involvement ； racial identity development ； psychosocial development ； Han college student

公民訓育學報

17期（2005 / 09 / 01）

23 - 52

繁體中文

台灣近幾年來，根據教育部（2003）調查數據顯示，就讀公私立大學的原住民學生人數在急速增加中，當原住民學生進入以漢人為主的學校時，會對於大專校園以及學生學習產生的衝擊為何呢？目前相關研究的對象，均以原住民學生為主，探討其學習、生活的適應或族群認同的發展，至於原漢族群學生的互動，對漢族學生的影響，以及如何幫助漢族學生，從漢族中心主義走向接納、欣賞多元族群之認同發展，亦是大專校園多元文化教育很重要的一環，惟相關研究非常稀少。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，五專部漢族學生為對象，以族群互動、校園投入、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，探討大專漢族學生族群互動、校園投入與族群認同、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之參考。研究結果發現，大專漢族學生的校園經驗（包括族群互動、學術投入、人際投入）與其心理社會發展有顯著正向的關係，其中人際投入為影響發展較為重要的因素，至於漢族學生族群認同高階段（漢族自由主義階段、多元自主階段）的發展，則與原住民學生互動、人際投入有顯著正向關係，其中與原住民學生的互動為主要的影響因素，而解釋低階段（失衡階段、再整合階段）發展的重要因素為與原住民學生的互動及人際的投入，惟彼此關係為顯著負向相關。因此，可以推論，大專校園如能增進主流族群學生人際投入與多元族群的互動，應能提昇其族群認同與心理社會的發展。

The purpose of this study is to investigate the relationship between campus experiences and racial identity development, psychosocial development of non-aboriginal college students. Participants were 136 non-aboriginal college students in a multi-racial boarding institute of technology. There are 20 percent aboriginal students in this institute. Data were collected by questionnaire which consisted of the revised Student Developmental Task and Lifestyle Inventory, Han College Student Racial Identity Development Scale and the College Student Involvement Scale. The findings are as follow: 1.There is significant positive correlation between student involvement and psychosocial development of Han college students. And the most important influencial factor is social involvement. 2.The interaction with aboriginal college students is the most important factor to explain the variance of ”Pseudo-Independence stage” and ”Autonomy stage” of Han college student racial identity development. 3.The interaction with aboriginal college students and the social involvement are the most important factors to explain the variance of ”Disintegration stage” and ”Reintegration stage” of Han college student racial identity development, but the correlations are significantly negative.

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