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題名 | 大專原住民族與漢族學生多元族群校園經驗與族群認同的發展=The Campus Experiences and Racial Identity Development of Aboriginal and Han College Students in a Multi-Racial Institute of Technology |
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作者 | 劉若蘭; | 書刊名 | 國立臺北教育大學學報. 教育類 |
卷期 | 19:2 民95.09 |
頁次 | 頁307-338 |
分類號 | 527.8 |
關鍵詞 | 原住民族學生; 漢族學生; 校園經驗; 族群認同發展; Aboriginal college students; Han college students; Campus experiences; Racial identity development; |
語文 | 中文(Chinese) |
中文摘要 | 本研究目的為探討比較大專原漢族群學生的校園經驗以及族群認同的發展。 研究樣本為某多元族群技術學院原住民族學生215 名,漢族學生360 名,研究方法以量化為主,質性為輔。研究問卷包括校園經驗與族群認同發展量表,質性研究則針對量化研究發現的問題,透過訪談加以釐清。 研究結果發現: (一)校園經驗方面:原住民族學生的學術投入顯著低於漢族學生,且原住民族與漢族學生均與同族群同學互動較多。 (二)校園經驗與族群認同方面: 1. 原住民族學生:參與活動、原住民同學互動與內化階段、接觸階段呈顯著正相關;人際整合、參與活動則與接觸前期呈顯著負相關。 2. 漢族學生:學術投入、漢族同學互動、原住民同學互動、活動參與、人際整合與多元階段呈顯著正相關,但與失衡再整合階段呈顯著負相關。歸納研究發現,提出未來促進多元族群學生學習與發展的建議。 |
英文摘要 | The purpose of this study was to explore and compare the campus experiences and racial identity development of aboriginal and Han college students in a multi-racial institute of technology. The samples of the research were 215 aboriginal and 360 Han fourth-year female students in a five-year nursing program in a multiracial institute of technology. By using both quantitative and qualitative methods, the research data were collected. The questionnaire used in the study consisted of the college campus experience scale and racial identity development scale. After analyzing the quantitative data, a qualitative interview was conducted to supplement the results that quantitative survey could not obtain. The findings of the research are as following: 1. The variables that the aboriginal college students scored significantly lower than the Han college students are: academic involvement and interactions with Han college students. The only one variable that the aboriginal college students scored significantly higher is in interactions with aboriginal college students. 2. As for the relationship between campus experience and aboriginal college student racial identity development, interactions with aboriginal college students has significantly positive correlation with Internalization and Contact stages. Also, participation in activities has a significant positive correlation with Immersion/Emersion and Contact stages. Besides, social integration and participation in activities has a significant negative correlation with Preencounter stage. 3. For the relationship between campus experience and Han college student racial identity development, interactions with aboriginal college students have a significant positive correlation with Autonomy and Contact stages, but has a negative correlation with Disintegration and Reintegration stage; the social integration and activity participation has a significant positive correlation with Autonomy stage, but has a negative correlation with Disintegration and Reintegration stage; academic involvement and interactions with Han college students also has a significant positive correlation with Autonomy stage. Finally, recommendations for practices are presented. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。