原住民族教師知覺受歧視經驗之研究-以南投縣原住民族教師為例

本研究的目的在於探討原住民教師知覺受歧視的經驗與回應方式，以了解原住民教師知覺受歧視的類型、受歧視的心情和想法、以及歧視帶來的影響。研究者以立意抽樣和滾雪球的方式，招募5位研究參與者，女性3位，男性2位，其族群包含阿美族、泰雅族、賽德克族；年齡介於25歲至53歲，平均37.4歲，教師年資平均13.8年。本研究透過半結構訪談蒐集資料，所有訪談皆進行錄音與謄寫成逐字稿，並以Boijie（2013）的螺旋式分析法進行資料分析。本研究經分析後，結果包含：一、受歧視經驗、自我認同與未來生涯選擇交互影響。二、受歧視經驗影響的層面廣泛且深遠：（一）受歧視經驗影響個體進行諸多生涯選擇，例如：人際交友、職涯選擇、婚姻對象選擇、教育與傳承等。（二）自我族群認同隨著生命經驗持續不斷變動修正。三、教師對原住民族學生發展自我認同具有重要影響力。最後，研究者根據上述結果，提出討論，並提供未來研究與實務者建議。關鍵詞：原住民族教師、知覺歧視

關鍵字

原住民族教師；知覺歧視

並列摘要

This study aims to explore the experiences and the response of indigenous teachers’ perceived discrimination. The study recruited five indigenous teachers as participants through snowball and purposely sampling, including three females and two males, which are Sediq, Amis and Atayal. The average age of the participants is 37.5, from 25 to 53 years old. And the average of teaching seniority is 13.8 years. This study uses semi-structured in-depth interviews for data collection. All of the interview were recorded and transcript to verbatim as well as analyzed by “spiral of analysis” method which Boeije's (2013) advocated. The findings of this study were as follows: 1. The influences of perceived discrimination experiences, self-identity and career choices in the future are interactive. 2. The influences of perceived discrimination experience are extensive and far reaching, including:(1) It affects Individual to make many career choices, such as interpersonal friendship, career choices, marital relationships and education/ inheritance. (2) The Self-identity is constantly changed and revised with life experience. 3. Teachers have an important influence on the development of indigenous students' self-identity And lastly, according to the results, further discussion and recommendations were provided. Keywords: Indigenous Teachers, Perceived Discrimination