[ 摘要 ]

目前關於中輟成因的研究結果已很豐碩，但卻缺乏探討原住民各族籍學生的中輟和復學成因。故本研究試圖採取半結構式深度訪談，透過立意抽樣，抽取6位受訪學生（已復學與未復學各3位）與其主要照顧者的訪談，共10位受訪者，並嘗試以文化和區位的觀點了解1.桃園縣復興鄉泰雅族原鄉的生活方式、家庭功能等面向對於泰雅族中輟學生的中輟與復學是否有所影響。2.探討城鄉差距對於原鄉學生休閒活動、學習態度與自我認同的影響，進一步了解這些面向與中輟復學之關聯。3.針對未復學和已復學的學生相互比較，了解其間差異為何。

研究分析發現，學生不論復學與否，其中輟最主要的原因為抗拒學校，加上外在刺激。復學成因並非對於學業感到興趣，亦非家庭結構或功能改善，而是家人和學校老師的鼓勵，以及中輟期間的體會與成長。除上述原因外，研究結果發現原鄉特殊的生活習慣（例如：飲酒習慣、宿命論、樂觀、追求快樂、工具導向的學習風氣以及傳統規範「gaga」的式微）與城鄉差距的確會影響原鄉泰雅族學生對於學校環境與對於學習的想法。

故本研究建議為：

一、重視國小至國中之轉銜階段，協助學生提早適應國中新環境。

二、鼓勵成立原住民住宿型完全中學，加強充權原住民以自有文化為傲，重視城鄉實

際交流與提供住宿。

三、建立原鄉家庭教育福利中心駐點。

[ 英文摘要 ]

There is abundant research about the reasons underlying school drop-out. However, very little has been written on reasons why dropouts return to school. By using semi-structured in-depth interviews with 6 dropout students and their parental guardians, the present study attempts to explore the dropout return process in an aboriginal Atayal community from a cultural and ecological perspective. In the sample, three went back to school during the interview period and three did not. There were three aims for the study: (1) to analyze how the Atayal aboriginal community lifestyle and family functions influence decisions to return; (2) to examine how the dropout aboriginal students adjust their self identities when facing the challenge of city life; and (3) to compare the characteristics of returnees with those who don’t return to school.



The results indicated that whether or not the students went back to school, they all shared similar reasons for dropping out of school – namely, dislike of school and more fun outside of school. For those students who went back to school, family, friends and teachers’ encouragement played a major role. In other words, school never seems to hold their interest. In addition, the study found that aspects of unique lifestyle among the aboriginal community (e.g. drinking habits, fatalism, optimistic, fun-seeking, instrumentalism, the weakening of traditional informal social control of “gaga”) certainly has significant influence on how students value school and judge what school has to offer.



The study suggests that government could focus on early onset of at-risk dropout students in elementary school; establish some aboriginal boarding schools on governmental financial supports and set up family education centers in the aboriginal communities.