原住民舞蹈活動參與對原住民學童文化認同和自尊之影響

在主流社會體系下，原住民族群面臨到教育、政治、經濟與文化相對較弱勢的地位，使其容易產生族群文化認同的危機。而個體的文化認同與自尊有著密切關係，提升原住民學童對自己族群的文化認同和自尊有其重要性。目的：本研究探討參與原住民舞蹈活動對原住民學童文化認同與自尊的影響，同時檢驗文化認同與自尊之間的關係。方法：以某縣市129名原住民學童（49男，80女）為舞蹈組，在為期兩個月的訓練後，參加縣市等級的原住民舞蹈比賽；另外，招募與舞蹈組相同學校但未參加舞蹈比賽的學童124名（78男，46女）為控制組，在受試期間並無參與任何原住民文化競賽活動，在比賽前、後所有參與者皆被邀請填寫文化認同與自尊心量表。結果：有參與舞蹈比賽的學童對舞蹈活動有高度的喜愛程度，對比賽結果的滿意程度也高。當控制前測的差異之後，相較於沒有參加原住民舞蹈活動的控制組，舞蹈組的學童在後測的文化歸屬、文化統合和自尊得分較高。而文化歸屬、文化統合和自尊的變化值之間呈現正相關。結論：本研究發現原住民舞蹈活動是同時涵蓋了文化和身體活動的元素，對於原住民學童的文化認同和自尊有提升的作用，相關單位可以利用這些活動促進原住民學童的文化認同和自我概念。未來研究也建議再進一步延伸至國中以上參與原住民舞蹈活動的學生來探討這些議題。

關鍵字

弱勢族裔；認同危機；原住民文化；自我概念

並列摘要

Within the mainstream societal system, indigenous ethnic people in Taiwan often face relatively disadvantaged positions in terms of education, politics, economy, and culture, which can lead to a crisis in their ethnic and cultural identity. Individual ethnic identity is closely related to self-esteem, highlighting the importance of enhancing cultural identity among indigenous children. Purpose: This study examined the effects of participating in indigenous dance activities on the cultural identity and self-esteem of indigenous children and the relationship between cultural identity and self-esteem. Method: A total of 129 indigenous school children (49 boys, 80 girls), who would participate in an indigenous dance competition at a county level, were recruited as the dance group. Another 124 indigenous children (78 boys, 46 girls) from the same schools, who did not participate in the dance competition, were as the control group. The dance group conducted a two-month dance training, whereas the control group did not participate in any indigenous cultural competition during the study period. All participants were invited to fill out measures of cultural identity and self-esteem before and after the competition. Results: The dance group had a high level of enthusiasm for dance activities, and also exhibited high levels of satisfaction with the competition results. Compared to the control group, the dance group showed higher levels of cultural belongings, cultural integration, and self-esteem at the post-test, while using the pre-test score as a covariate. There were positive correlations between the changes in cultural belongings, cultural integration, and self-esteem. Conclusion: The findings indicate that activities including cultural and physical elements are important for enhancing cultural identity and self-esteem among indigenous school children. Relevant authorities can use such activities to promote the cultural identity and self-concept of indigenous school children. Future research is also recommended to further investigate these issues among indigenous students who participate in dance activities at the junior high school level and above.

並列關鍵字

ethnic minority ； identity crisis ； indigenous culture ； self-concept

參考文獻

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