大專原住民族學生中輟,復學及其學校生活適應之研究
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2006
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本研究旨在探究大專院校原住民族學生中輟歷程及其復學後學校生活適應情形，研究問題包括：1. 瞭解大專原住民族學生其輟學歷程為何？2. 瞭解大專原住民族學生輟學之影響因素為何?3. 探討大專原住民族中輟學生復學後所面臨到的學校生活適應情形（即學術系統與人際系統）為何？本研究透過六位歷經休、退學，以及復學經驗之研究參與者，以深度訪談的方式，進行對現象的描述和分析，獲得研究發現如下：
大專原住民族學生中輟歷程及其影響因素可分為家庭背景、個人背景與特徵、期待、學術系統與人際系統。家庭背景可分為：「家庭經濟問題」、「家庭氣氛緊張」、「教育投入不高」、「部落親族期待」等四種類別；個人背景與特徵可歸納為：「低自我肯定感」、「依賴加分心態」、「個性不喜拘束」等三種類別，以及研究參與者對於科系的選擇動機，歸納共有「對自我的實踐」、「對科系的興趣」、「聯考分數落點」、「加分優惠誘因」、「家人主導選擇」等五種類別；對於大學的期待，歸納有：「幫助部落族人」、「證明能力所在」、「期待轉往教職」、「充實社交生活」等四種類別；學術系統方面，歸納有「課程期待落空」、「對所學無興趣」、「學習投入低弱」、「缺乏科系技（知）能」、「學習方式差異」、「缺乏學習伙伴」、「退學危機產生」等七種類別；人際系統歸納有：「校內（外）社團拉力」、「缺乏師生互動」、「同儕差異疏離」、「社團凝聚衰退」、「打工生活忙碌」、「通車缺乏連結」等七種類別。
研究者將四位研究參與者復學後學校生活適應之歷程作一整體綜合歸納，描述研究參與者在大學生活中所面臨到的學術系統與人際系統適應情形。復學動機，歸納共有「對自我的實踐」、「獲取大學文憑」、「家人期待升學」等三種類別；研究參與者復學後，對於日後大學的期待，歸納有：「幫助部落族人」、「求得一技之長」、「大學順利畢業」等三種類別；所面臨到的學術系統，歸納有：「課程期待落空」、「學習投入低弱」、「缺乏科系技能」、「缺乏學習要領」、「缺乏學習伙伴」、「離校風雲再起」等六種類別；所面臨到正式與非正式人際系統，歸納有：「同儕轉換疏離」、「社團定位不明」、「缺乏師生互動」、「社團連繫疏離」、「打工徒增心力」等五種類別。
本研究綜合研究發現，歸納以下六點結論：
一、 大專原住民族學生結合興趣與科系所需技能，此有助於減少學業挫折。
二、 大專原住民族學生家庭經濟遭遇困難，成為抉擇是否輟學之直接考量因素。
三、 「大學」成為原住民族父母期待子女提昇社會階層之重要管道。
四、 在家庭背景方面，父母的教育投入與其學歷之間無法證明是否有相互影響關係。
五、 大專原住民族學生依賴加分心態間接影響其學習態度，但加分制度的實施並未與其入學後之學習程度互有直接相關。
六、 大專原住民族學生其科系選擇動機與入學後期待，兩者結合所學，有助於學術系統之成長，但入學後之期待無法與學術及人際系統產生媒合時，則將會提高輟學危機發生之機率。
七、 我國大專原住民族學生其中輟歷程為一連貫且消極之循環。
八、 原、漢同儕關係與學習方式，因彼此文化差異，而容易導致我國大專原住民族學生在其人際與學術系統方面遭受挫折。
九、 大專原住民族學生感受『社團』人際系統挫折較學術系統挫折程度強烈，但此並不一定會造成離開學校的結果，反之，學術系統無法維持適當成績，卻是『直接』離開校園之基本因素。
十、 大專原住民族通車學生較為缺乏校園連結，且易與校園住宿群體形成隔閡。
十一、 我國大專原住民族學生復學後之期待與中輟前遭遇學術系統挫折互有明顯之相關。
根據結論，提出以下建議：
一、 在原住民族教育單位方面
（一） 應提供大專原住民族學生自學工讀機會
（二） 每學年度均應調查各大專院校原住民族學生中輟情形與復學後適應狀況。
二、 在大專院校學生事務與教務單位方面
（一） 實施同儕輔導機制
（二） 積極營造校園多元文化氛圍
（三） 加強大專原住民族通車學生與校園之連結
三、 對未來研究之建議
（一） 研究方法
未來可輔以焦點團體方式進行大專原住民族學生、父母及師長三方面之對話，以深入瞭解我國大專原住民族學生在家庭與學校方面之影響層面。
（二） 研究主題
未來可再深入探究我國大專原住民族中輟學生未來生涯發展情形及生涯阻隔因素，以敘說歷程方式更加全面瞭解其中輟後的接續過程。
關鍵字：大專原住民族學生、中輟、復學、學校生活適應
The purpose of this study is to find out how aboriginal college students drop out from school and how they get used to school life after getting back to school. The issues will be discussed include: 1.To know the aboriginal college students’ course of dropping out from school. 2. To know the factors which cause the aboriginal college students drop out. 3. To discuss what situations (academic and interpersonal system) the aboriginal college drop-outs will meet while getting used to new life after being back to school. After profoundly interviewing six experiment participants who have been through dropping out and getting back to school, we discussed and analyzed their context. What we find out will be mentioned under: The aboriginal college students’ course of dropping out and the factors for dropping out can be divided into family background, personal background and characteristics, expectations, and academic/interpersonal system. Family background can also be divided into “family economic problems”, “tense family atmosphere”, “the low enthusiasm for high education”, and “tribe familial expectation”; Personal background and characteristics can be generalized as “low self-confidence”, “reliance on bonus”, and “restraint-dislike personality”. And we also do study for the participants’ motives to choose different departments and they can be generalized as five different parts: “self- realization”, “interests for different departments”, “results for the college entrance examination”, “bonus inducement”, “predominant decisions by family relatives”. The expectations for college can be generalized as four different parts: “to help tribal people”, “to prove their ability”, “to expect to be as teachers”, “to enrich their social life”. For the academic system, it can be generalized as seven parts: “disappointment for the courses”, “apathy for what they are learning”, “low enthusiasm for learning”, “absence of techniques”, “different ways of learning”, “absence of partners while learning”, “increasing worry for being flunked out”. Interpersonal system can be generalized as seven parts: “pulling force from the student associations inside or outside campus”, “absence of interactions between teachers and students”, “alienation for differences among colleagues”, “decline of enthusiasm for student associations”, “busy in doing part-time jobs”, “lacking links while commuting”. The researcher will make a whole synthesis and generalization for four participants’ course of getting used to school life after being back to school. And the study will describe what situations (academic and interpersonal system) those participants will meet in their college life. For the reasons of getting back to school, they can be generalized as three parts: “self- realization”, “college diploma attainment”, “family relatives’ expectations”. For these participants’ expectations for college after getting back to school, they can be generalized as three parts: “helping tribal people”, “obtaining a skill”, “being graduated from college”. As for the academic system they will meet, it can be generalized as six part: “disappointment for the courses”, “low enthusiasm for learning”, “absence of techniques”, “absence of learning skills”, “absence of partners while learning”, “leaving school again”. As for the formal and informal interpersonal system they will meet, it can be generalized as five parts: “alienation for differences among colleagues” “ambiguous student association”, “absence of interactions between teachers and students” “alienation from student association”, “increasing efforts while doing part-time jobs”. For the study mentioned above, we have eleven conclusions in general: 1. If aboriginal college students can integrate their interests and skills needed, it will help decrease learning frustration. 2. When their family has problems in economy, to drop out or not will be the direct factor. 3. “College” is viewed by their parents as an important channel to raise their children’s social status. 4. As for their family background, we cannot prove that their parents’ enthusiasm for education and their educational background are relative. 5. Aboriginal college students tend to rely on bonus will affect their learning attitude; besides, putting bonus system into practice is not relative to learning effects after entering college. 6. If aboriginal college students can integrate their motives for selecting departments, expectations after entering college, and what they are learning together, it will help develop the academic system. But if the expectations cannot be integrated with academic and interpersonal system, it will make them feel worried for being dropped out more often. 7. In Taiwan, aboriginal college students’ course of dropping out is continuous and negative. 8. Aboriginal students’ colleague relations and ways of learning differ from non-aboriginal students’ because of different culture. Besides, it will easily make aboriginal students frustrated in their academic and interpersonal system. 9. Aboriginal students feel much more frustrated in “student association” interpersonal system than in academic system; however, it will not necessarily result in leaving school. On the contrary, if they cannot maintain proper grades in the academic system and that’s the “direct” basic factor for drop-out. 10. Aboriginal students lack linkage with their school while commuting. It will lead to barriers because of their living in campus together. 11. In Taiwan, aboriginal college students’ expectations after being back to school and frustration in the academic system before leaving school are obviously relative. According to the conclusions above, we give some suggestions for these: 1. The organizations on aboriginal education: (1) Give aboriginal college students opportunities to study themselves and do part-time job. (2) Do survey each year for their drop-out situations and conditions of adaptation after being back to school. 2. The units of students affairs and academic affairs in college: (1) Put colleague guidance and assistance into practice. (2) Enthusiastically build up the atmosphere of multi-culture campus. (3) Strengthen aboriginal students’ linkage with campus while commuting. 3. Suggestions for future study: (1) Methodology The study can be assisted by aboriginal students’, their parents’, and their teachers’ interview with observers. And it can help deeply understand aboriginal students’ affecting factors from family and school. (2) Subject The observers for the study can explore aboriginal college drop-outs’ conditions of their career development and obstruction factors more deeply. Besides, they can thoroughly know the linking process after dropping out by narrating the course. Key words: Aboriginal college students, dropout, back to school, get used to school life.
The purpose of this study is to find out how aboriginal college students drop out from school and how they get used to school life after getting back to school. The issues will be discussed include: 1.To know the aboriginal college students’ course of dropping out from school. 2. To know the factors which cause the aboriginal college students drop out. 3. To discuss what situations (academic and interpersonal system) the aboriginal college drop-outs will meet while getting used to new life after being back to school. After profoundly interviewing six experiment participants who have been through dropping out and getting back to school, we discussed and analyzed their context. What we find out will be mentioned under: The aboriginal college students’ course of dropping out and the factors for dropping out can be divided into family background, personal background and characteristics, expectations, and academic/interpersonal system. Family background can also be divided into “family economic problems”, “tense family atmosphere”, “the low enthusiasm for high education”, and “tribe familial expectation”; Personal background and characteristics can be generalized as “low self-confidence”, “reliance on bonus”, and “restraint-dislike personality”. And we also do study for the participants’ motives to choose different departments and they can be generalized as five different parts: “self- realization”, “interests for different departments”, “results for the college entrance examination”, “bonus inducement”, “predominant decisions by family relatives”. The expectations for college can be generalized as four different parts: “to help tribal people”, “to prove their ability”, “to expect to be as teachers”, “to enrich their social life”. For the academic system, it can be generalized as seven parts: “disappointment for the courses”, “apathy for what they are learning”, “low enthusiasm for learning”, “absence of techniques”, “different ways of learning”, “absence of partners while learning”, “increasing worry for being flunked out”. Interpersonal system can be generalized as seven parts: “pulling force from the student associations inside or outside campus”, “absence of interactions between teachers and students”, “alienation for differences among colleagues”, “decline of enthusiasm for student associations”, “busy in doing part-time jobs”, “lacking links while commuting”. The researcher will make a whole synthesis and generalization for four participants’ course of getting used to school life after being back to school. And the study will describe what situations (academic and interpersonal system) those participants will meet in their college life. For the reasons of getting back to school, they can be generalized as three parts: “self- realization”, “college diploma attainment”, “family relatives’ expectations”. For these participants’ expectations for college after getting back to school, they can be generalized as three parts: “helping tribal people”, “obtaining a skill”, “being graduated from college”. As for the academic system they will meet, it can be generalized as six part: “disappointment for the courses”, “low enthusiasm for learning”, “absence of techniques”, “absence of learning skills”, “absence of partners while learning”, “leaving school again”. As for the formal and informal interpersonal system they will meet, it can be generalized as five parts: “alienation for differences among colleagues” “ambiguous student association”, “absence of interactions between teachers and students” “alienation from student association”, “increasing efforts while doing part-time jobs”. For the study mentioned above, we have eleven conclusions in general: 1. If aboriginal college students can integrate their interests and skills needed, it will help decrease learning frustration. 2. When their family has problems in economy, to drop out or not will be the direct factor. 3. “College” is viewed by their parents as an important channel to raise their children’s social status. 4. As for their family background, we cannot prove that their parents’ enthusiasm for education and their educational background are relative. 5. Aboriginal college students tend to rely on bonus will affect their learning attitude; besides, putting bonus system into practice is not relative to learning effects after entering college. 6. If aboriginal college students can integrate their motives for selecting departments, expectations after entering college, and what they are learning together, it will help develop the academic system. But if the expectations cannot be integrated with academic and interpersonal system, it will make them feel worried for being dropped out more often. 7. In Taiwan, aboriginal college students’ course of dropping out is continuous and negative. 8. Aboriginal students’ colleague relations and ways of learning differ from non-aboriginal students’ because of different culture. Besides, it will easily make aboriginal students frustrated in their academic and interpersonal system. 9. Aboriginal students feel much more frustrated in “student association” interpersonal system than in academic system; however, it will not necessarily result in leaving school. On the contrary, if they cannot maintain proper grades in the academic system and that’s the “direct” basic factor for drop-out. 10. Aboriginal students lack linkage with their school while commuting. It will lead to barriers because of their living in campus together. 11. In Taiwan, aboriginal college students’ expectations after being back to school and frustration in the academic system before leaving school are obviously relative. According to the conclusions above, we give some suggestions for these: 1. The organizations on aboriginal education: (1) Give aboriginal college students opportunities to study themselves and do part-time job. (2) Do survey each year for their drop-out situations and conditions of adaptation after being back to school. 2. The units of students affairs and academic affairs in college: (1) Put colleague guidance and assistance into practice. (2) Enthusiastically build up the atmosphere of multi-culture campus. (3) Strengthen aboriginal students’ linkage with campus while commuting. 3. Suggestions for future study: (1) Methodology The study can be assisted by aboriginal students’, their parents’, and their teachers’ interview with observers. And it can help deeply understand aboriginal students’ affecting factors from family and school. (2) Subject The observers for the study can explore aboriginal college drop-outs’ conditions of their career development and obstruction factors more deeply. Besides, they can thoroughly know the linking process after dropping out by narrating the course. Key words: Aboriginal college students, dropout, back to school, get used to school life.
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大專原住民族學生, 中輟, 復學, 學校生活適應, Aboriginal college students, dropout, back to school, get used to school life