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  • 學位論文

我思故我在—新移民子女族群認同探索小團體經驗之研究

“I Think, therefore I Am” — The New Taiwan Children’s Ethnic Identities’ Exploring Experience through Small Group Counseling.

指導教授 : 杜淑芬

摘要


本研究旨在探討我思故我在—新移民子女族群認同探索小團體之經驗。本研究目的之一是瞭解新移民子女在族群認同探索小團體參與前、中、後族群認同的經驗內涵;目的之二是透過新移民子女參與族群認同探索小團體,瞭解小團體參與對族群認同發展之影響。 本研究採取質性研究取向,邀請自願參與新移民子女族群認同探索小團體之六位新移民子女成員參與本研究。參與者包括兩位八年級女學生,兩位七年級女學生與兩位七年級男學生。研究採用半結構式的深度訪談設計,於小團體參與前、中、後進行訪談,每次訪談約60-90分鐘。訪談過後,將訪談內容整理成六個新移民子女參與族群認同探索小團體的經驗文本,資料分析採用Phinney (1990)的族群認同理論的四個向度做引導,進行引導性內容分析,在資料的信實度上,則採用受訪者與協同分析者的三角檢證方式進行。 歸納研究結果具有下列要點: 一、透過小團體的參與,新移民子女族群認同的四個向度均有實質的進展。 (一)在自我認同與族群身分認同上,能夠因為看見自己、看見他人與被看見中,在小團體分享與討論後,不斷增進。 (二)在族群歸屬上,因為對小團體的歸屬、對身分認同、對族群文化產生興趣、對族群的同理,以及增進多元文化參與經驗等,進而將族群文化納入生涯規劃中,將族群與自己的未來緊密融合。 (三)在族群態度上,能夠開始對外籍移民族群有更多的理解,在同理中,進而建立多元文化的正向思維。 (四)在族群參與上,增進族群文化的瞭解與交流,促使族群身分認同、族群歸屬與族群態度,產生環環相扣的影響。 二、透過小團體的參與,提升新移民子女自我認同、自我悅納與健全的人格發展。 新移民子女透過參與族群認同探索小團體,建立正向的自我概念,也在衝突與調適過程中,看見自身優勢,增進自我認同、自我悅納,進而促進健全人格的發展。 三、小團體輔導所提供的支持性環境,增進新移民子女族群認同發展的推進。 在小團體參與上,小團體所提供的支持性環境,其療效因子增進新移民子女族群認同發展的推進。 針對本研究的發現與討論,研究者對學校、個人與家庭、未來研究等三個系統提出建議。

並列摘要


The purpose of this study is to explore the new Taiwan children’s ethnic identities’ exploring experience through small group counseling. The first purpose is to understand the exploring experience of the new Taiwan children’s ethnic identities during the before, middle, and after part of the small group exploration; the second purpose is to understand the impact of small group participation on the ethnic identity development of the new Taiwan children. The study adopted a purposive sampling method. Six new Taiwan children who volunteered to participate in a small group named “new Taiwan children ethnic identity exploration group” were invited to participate in this research. The participants included two 8th-grade female students, two 7th-grade female students, and two 7th-grade male students. A semi-structured in-depth interview design was employed to carry out interviews during the before, middle, and after part of the small group participation. Each interview was conducted for about 60-90 minutes. After the interviews, the interview contents were compiled into text containing the experience of new Taiwan children’s participation in the small ethnic identity exploration group. For the data analysis, the directed content analysis procedure was adopted using Phinney (1990)’s ethnic identity theory. Also, to verify the credibilities of the results, the respondents’ and co-analyzers’ triangulation validation method was adopted. The results of analysis included: A.Through the participation of the small group, there were substantial progresses pertaining to four connotations of the new Taiwan children’s ethnic identities as follows:. (A)About the ethnic self-identification, the new Taiwan children could perceive the self and others’ identities by sharing discussion through the small group. (B)About the ethnic sense of belonging, because of the group attribution, and the interests on ethnic self-identification and the ethnic culture, the new Taiwan children were able to integrate ethnic culture into career planning. (C)About the ethnic attitudes, the new Taiwan children have more understanding of foreign immigrants, and have built positive ideas of multiculturalism. (D)About the ethnic involvement, the new Taiwan children have enhanced their understanding and exchange of ethnic culture, so as to support the ethnic self- identification, the ethnic sense of belonging, and the ethnic attitudes. B.Through the participation of small group, the new Taiwan children have enhanced their self-identity, self-acceptance and sound personality development. The new Taiwan children establish a positive self concept and promote the development of sound personality by participate in the small group of ethnic Identity exploring. C.The supportive environment of small group, help the new Taiwan children to promote ethnic identities development. The therapeutic factors of small group counseling, help the new Taiwan children to promote the development of ethnic identities. Based on the research findings and discussions, the researcher proposed four recommendations regard to the school system, personal and family system, and future research.

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