依類型 族群 主題   
 
 
1999.06.01 ~ 2001.06.01
溢出常軌之後~中輟生的生涯與自我認同議題
族群: 跨族群  
主題: 社會關懷、學術研究  
作者 陳怡璇
學校系所 國立花蓮師範學院多元文化研究所
地點 全臺 全部  
研究內容

中心館藏網址 http://tulips.ntu.edu.tw/record=b2174113*cht

[ 摘要 ]
摘 要
本研究以國中中輟生為例,透過個人生涯故事的描述,尋找其中所呈現的自我認同議題。同時,從社會認同、性別角色認同與族群認同等角度瞭解中輟生生涯故事中自我認同的形成脈絡。
本研究主要分成兩階段進行,第一階段為焦點團體訪談,共進行兩個團體共兩次的訪談--中輟生焦點團體與非中輟生焦點團體。第二階段為個別訪談,對象為五位中輟的學生,探討其中的自我認同議題。
本研究藉由五位中輟生的生涯故事,瞭解其中共有的自我認同議題:
1.我是壞學生…--從社會認同的角度來看,中輟生被歸類為「壞學生」;這樣的社會認同影響到中輟生的自我認同狀態,被他人如此的歸類也使得這群中輟生漸漸的以「壞學生」來認同自己。
2.我是為了家人才上學的…--這個議題牽涉了許多的價值判斷,但受訪者多數會接受社會所認同的規範,而放棄自己原有的堅持。
3.我想當…--這個問題常是理想與現實間的拉鋸,社會認同、性別角色認同與族群認同的狀態都在這個議題上佔據重要的位置。
4.我是男生(女生)…--受訪者對於性別是二分的,多數受訪者也以絕對「對」、「錯」的標準來看待性別角色的議題。
5.我的族群是…--對於族群的認同程度,會影響受訪者對自我的認同。族群認同程度較高者也能有較佳的自我認同狀態,反之亦然。
最後,對Erikson的理論中缺少族群意識及過於異性戀的觀點做出回應,並強調需淡化中輟生研究中「標籤化」現象,也提醒可由「文化濡化」的觀點來看原住民的中輟問題,期望對未來的相關研究有所助益。

[ 英文摘要 ]
Abstract
Taking the example of junior high school dropouts, this research aims to, through the dropout’s career narratives, present the dropout’s personal career development, look for the issues of self-identity in these narratives, and understand the formation of self-identity with regard to social-, gender role-, and race identity.
This research is divided into two stages. The first stage is focus group interview, which includes the interviews of two groups─dropout focus group and nondropout focus group─and seeks to analyze/compare the data of the two groups. The second stage is individual interview, which analyzes the issues of self-identity in five dropouts’ career narratives.
This research attempts to understand the common issues of self-identity in five dropouts’ career narratives:
1.I am a bad student . . . —In the light of social-identity, the dropout is categorized as “the bad student;” this social-identity influences the dropout’s self-identity, and this categorization prompts the dropout to identify himself as “a bad student” by and by.
2.I go to school for my family . . . —This issue involves many value judgments. Mostly, the interviewees accept the principles identified by the society and abandon their original insistence.
3.I want to be . . . —This question shows a struggle between the ideal and reality. Social identity, gender role identity, and race identity all play an important role in this issue.
4.I am a boy (girl) . . . —The interviewees dichotomize in their perceptions on gender. Most interviewees treat gender role issues with the dichotomy of right and wrong.
5.My race is . . . —The extent of race identity influences the interviewees’ self-identity. Those with higher race identity possess better self-identity, and vice versa.
Last but not the least, this research responds to the lack of race consciousness and the excess of heterosexual viewpoints in Erikson’s theory, and emphasizes the necessity of reducing the labeling phenomenon in dropout studies. It also reminds us to treat aboriginal dropout problems from a “acculturation” perspective, and expects to be helpful to relevant studies in the future.