[ 摘要 ]

經由民族誌研究方式，本研究以八位太魯閣族青壯年勞工為主要的研究參與者，深入瞭解太魯閣族青壯年勞工教育經驗及其在校學習不適應因素。首先說明太魯閣族教育歷程和背景，其次歸納分析文化模式、文化資本及族群關係與太魯閣族青壯年勞工教育經驗之關聯性。

本研究結論如下：

一、文化模式對太魯閣族青壯年勞工學習成就的影響

1.偏向以社區文化模式來選擇學習的內容，學習表現與主流課程產生落差。

2.「參與式的學習」型態，異於學校的教學方式，不利其學習表現。

3.少數族群的語言政策，削弱其在校學習的條件。

4.社區角色模範的力量及學校能力分班的政策，影響其就學或就業的選擇。

二、文化資本對於太魯閣族青壯年勞工學習成就的影響

1.學校課程不同於其生活經驗，忽略學習轉換的困境。

2.學校的教學方式與太魯閣族的學習風格迥然不同。

3.師生互動關係的良窳，對學習表現有一定程度的影響。

4.太魯閣族的族群特質，與學校教育所強調的性格截然不同。

5.薄弱的經濟結構及缺乏學習環境，無法支撐其安心求學。

三、族群關係對太魯閣族青壯年勞工學習的影響

1.同儕間的族群偏見與歧視，間接影響學習成就。

2.學校教師隱藏著偏見與岐視的意識型態，間接影響學習表現。

3.試圖維持族群間對等的關係，但族群壓力僅能暫時性的解除。

4.升學主義強調成績，增加族群衝突，間接影響學習表現。

5.文化模式、文化資本、族群關係與勞工們的學業成就呈現交錯的影響。

[ 英文摘要 ]

Through ethnographic study, this study aimed to understand the educational experience of Truku young adult workers and the factors of learning maladjustment at school. The subjects were 8 young adult workers from Truku tribe. This paper analyzes the relationship between cultural model, cultural capital and ethnic relationship, and educational experience of Truku young adult workers. The conclusions of this research are below:



I. The influence of cultural model on the learning achievement of Truku young adult workers.

1. The community cultural model is used to select learning content.

2. “Participant learning” is different from the teaching method at school.

3. The language policy for minority tribes weakens the learning conditions.

4. The force of community role model and the policy of ability grouping influence their studies or selection of employment.



II. The influence of cultural capital on learning achievement of Truku young adult workers.

1. School curriculum is different from their life experience.

2. Teaching method at school is different from the learning style of Truku young adult workers.

3. The teacher-student interaction affects the learning performance.

4. Ethnic characteristics of Truku tribe are different from the personalities stressed by school education.

5. Weak economic structure and the lack of learning environment disable them to pursue their studies at ease.



III. The influence of ethnic relationship on the learning of Truku young adult workers.

1. Ethnic prejudice and discrimination of the classmates indirectly influence their learning achievement.

2. School teachers’ latent prejudice and discrimination indirectly influence students’ learning performance.

3. Trying to maintain ethnic equality relationship; however, ethnic stress can only be eliminated temporarily.

4. Emphasis on higher education increases ethnic conflict and affects learning performance.

5. Cultural model, cultural capital, ethnic relationship and labor’s academic performance have reciprocal influences.