- 學位論文
原住民青年自我認同的發展經驗
The Developmental Experience of Self-Identity for Indigenous Youth
摘要
本研究起源於身為高中輔導教師的研究者對原住民學生相關議題的關切，研究目的旨在探討原住民青年自我認同的發展經驗。研究關注問題有二：（一）原住民青年自我認同的發展歷程；（二）原住民青年自我認同發展所涉及的「背景脈絡」及箇中「內涵」為何。研究者採用質性研究，邀請 6 位居住於高雄的原住民青年，以半結構式的深度訪談，使其敘述生命經驗，並使用敘事探究法，以「整體─內容」、「類別─內容」兩種分析模式進行文本資料分析。 研究結果發現，原住民青年自我認同的發展歷程有三現象：（一）碰觸到「邊界」才觸動並意識「我」之存在；（二）自隱身、現身到投身的歷程，是自我認同從混亂困惑到趨於整合、高度認同的展現；（三）自我認同發展存在個體差異無法一言以蔽之。原住民青年自我認同發展的背景脈絡有以下發現：（一）原生家庭與自我認同發展息息相關；（二）正、負向的求學經驗皆對自我認同產生作用；（三）生命中重大事件具關鍵影響力；（四）關鍵取決於個人對「自我」的認同。原住民青年自我認同發展的內涵則有以下三結論：（一）歸納有制度面、血緣、學校經驗、語言、外在表徵、族群、文化等類別，宜跳脫理論框架；（二）所涉層面奠基於自我認同的深厚程度，意即內涵類別與廣度與自我認同程度成高度相關；（三）以漢人觀點歸納與分類尚需考量多元文化差異。 本研究對教育與輔導諮商工作提出實務建議有：從上到下及由下往上培植與提升實務工作者多元文化敏感度，尤其是學校教育與輔導諮商人員至關重要。此外，也須學校教育從旁協助家庭中的多元文化紮根與輔助雙族裔家庭穩定家庭成員的自我認同。此外建議選取不同生命經驗的原住民青年，研究者者須充實多元文化敏感度與多元文化諮商能力。
並列摘要
This study originated from the researcher's concern as a high school guidance teacher regarding issues related to Indigenous students. The research aims was to explore the developmental experiences of self-identity among Indigenous youth. The study focused on the following research questions: first, the developmental process of self-identity among Indigenous youth; second, the "background context" and associated "content" involved in the development of self-identity among Indigenous youth. The researcher employed qualitative research approach, and invited six Indigenous youthswho resided in Kaohsiung for semi-structured in-depth interviews to narrate their life experiences. Narrative inquiry was used, employing both the "whole-content" and "category-content" modes of analysis for textual data. The research findings revealed three phenomena in the developmental process of self-identity among Indigenous youth: first, the awakening and realization of "self" occurred upon encountering "boundaries" (Grenzsituationen); second, the journey from concealment to revelation to engagement represented the evolution of self-identity from confusion to integration and heightened identification; finally, the development of selfidentity varied among individuals and cannot be universally summarized. The background context of self-identity development among Indigenous youth includes the following discoveries: first, a strong connection between original family and selfidentity development; second, both positive and negative educational experiences influenced self-identity; third, significant life events wielded pivotal influences; finally,individual self-identification was a crucial determinant. The essence of self-identity development among Indigenous youth encompassed three conclusions: first, categories such as institutions, kinship, school experiences, language, external representation, ethnicity, and culture should be generalized, transcending theoretical frameworks; second, the layers involved are grounded in the depth of self-identity, implying a strong correlation between the essence categories and the degree of self-identity; finally, the synthesis and categorization from a Han Chinese perspective needed to consider multicultural differences. This study provides practical recommendations for education and counseling: first,cultivate and enhance practitioners' multicultural sensitivity through a top-down and bottom-up efforts, with a special emphasis on educators within schools and counseling professionals. Secondly, support the cultivation of multicultural foundations within families and aid bicultural families in solidifying the self-identity of their family members. Moreover, it suggests the inclusion of Indigenous youth with diverse life experiences, which demands that researchers cultivate multicultural sensitivity and develop multifaceted counseling skills.