原漢雙族裔大學生的我族族群意象與族群認同的發展

近年來，由於台灣社會原漢通婚情況普遍，使得原漢雙族裔在原住民人口中佔有很大比例。目前探討原住民的議題中，以都市原住民和原漢通婚的文化適應問題之研究為主，對於原漢雙族裔的關注較少；另一方面，原漢雙族裔原住民與一般原住民是不同的，無法相提並論，且父母族別組合的差異，也會帶來不同的影響。因此，原漢雙族裔的獨特性可見一斑，更值得研究。本研究採用「質性研究」方法，透過與六位研究參與者的深度訪談來蒐集資料，目的在瞭解原漢雙族裔大學生在其生命歷程中，接收的族群意象及其對自身的族群意象，並探討影響的因素及意義，此外也在瞭解原漢雙族裔大學生族群認同的發展歷程，並與我族族群意象之間的關係。本研究主要的發現如下：首先，關於原漢雙族裔的我族族群意象形塑歷程，在接收的過程中，能夠自我詮釋較為表層的族群意象，而父母親的族群意象雖然會直接傳遞給下一代，但並不會造成太大影響，另外，越頻繁接觸原住民事務者，則族群意象越正向。其次，研究結果呈現出文化霸權在原漢雙族裔大學生生活中的影響層面最大，然而在無法擺脫文化霸權的宰制下，原漢雙族裔大學生仍具有轉化的能動性，可以跳脫既有框架的束縛。最後，關於原漢雙族裔大學生的族群認同，對於「一半一半」的這群人，族群接觸及對原住民身分的認同是族群認同最主要的影響因素，每個人在族群認同發展過程中會有不同的起始點，且可以有一種以上的認同模式。最後，針對研究的發現與結論，對原漢雙族裔原住民、國家教育體制以及行政機關和後續研究者做出具體的建議，期盼這一群「在夾縫中腳踏兩條船」的原漢雙族裔原住民，可以更加認識自己，發現自己雙族裔的優勢；而整個社會也能真正摒除對族群同一性的假設，瞭解每個群體間的差異與獨特性，才能創造更友善的族群生活空間。

關鍵字

原漢雙族裔大學生；我族族群意象；文化霸權；族群認同

並列摘要

In recent years, marriages between the indigenous people and the Han Chinese of Taiwan have become more and more common. As a result, there is a high percentage of people with both indigenous and Han Chinese heritage in the indigenous population of Taiwan. Currently, most available studies regarding indigenous people have focused on the cultural adaptation issues of urban indigenous people and intermarriage between indigenous and Han Chinese people. Only a very few studies have put emphases on people with indigenous and Han Chinese heritage. On the other hand, people with indigenous and Han Chinese heritage are different from indigenous people in general, and cannot be treated on the same grounds. Also, different combinations of their parents’ ethnicities may cause different influences. Thus, people with indigenous and Han Chinese heritage are unique and worth studying. This study adopts the qualitative research method. The data was collected from the in-depth interviews with the six participants of this study. The purpose was to explore the ethnic images that undergraduates with indigenous and Han Chinese heritage perceived, their own perceptions of their ethnicity and the corresponding influential factors and meanings. This study also aims to inquire the development process of these undergraduates’ ethnic identification and its relationship with their self-perceptions of ethnicity. The findings of this study include three main aspects. First, in the formation process of self-perceptions of ethnicity, the students could interpret rather superficial ethnic images. Although their parents’ ethnic images were directly passed on to them, the influences weren’t strong. Furthermore, the ethnic images of those more involved with indigenous affairs were often more positive. Secondly, this study found that the strongest influence in the lives of undergraduates with indigenous and Han Chinese heritage was cultural hegemony. However, even though these undergraduates could not escape the domination of cultural hegemony, they still had agency to transform and overcome the existing constraints. Lastly, in the aspect of the ethnic identification, for these undergraduates with indigenous and Han Chinese heritage, being “half-and-half”, the most important influential factors behind their ethnic identification are ethnic contact and acknowledgement of indigenous identity. Each of the students had a different starting point in the development process of ethnic identification and could also have more than one mode of identity. Finally, based on the research findings and conclusions, this study provides some specific suggestions for undergraduates with indigenous and Han Chinese heritage, the educational system and related administration of Taiwan, and future researchers, in hopes that people with indigenous and Han Chinese heritage, who are “crammed in a crevice standing with each foot in a different boat”, can appreciate themselves more and discover their own bi-racial advantages. It is also hoped that the society can truly abandon the presumption of sameness among ethnicities and learn the differences and uniqueness of various groups, so as to create a more friendly living space for all racial and ethnic groups.