[ 摘要 ]
本研究主在探討台灣原住民族研究生於學校教育歷程中，其如何去建構自身的族群文化認同，而影響族群文化認同建構的內外在因素為何？並進一步分析其族群文化認同的發展階段與類型，最後探究學校教育與原住民族研究生達至現今的教育成就及族群文化的認同之關係。
本研究以六位中正大學之原住民族研究生進行半結構的訪談，蒐集與研究主題有關之生命史資料，並輔以其在「族群文化認同量表」以及「族群文化認同因素/發展/類型簡易問卷」之填答資料作比較綜合分析，而歸結出下列十一項結論：
一、台灣原住民族之族群文化認同呈現了文化認同失根、認同之游移與矛盾以及假性的文化認同等困境。
二、影響台灣原住民族研究生的族群文化認同建構因素，可歸結為家庭、學校、社會背景以及內在自我詮釋等內外在影響。
三、原住民族研究生之族群文化認同與父母親血緣、父母親和部落關係、家族溝通語言關係密切。
四、學校環境、教師的教學、課程內容以及同儕相處是影響原住民族研究生求學適應良窳與族群文化認同之關鍵。
五、原住民族教育福利政策對於原住民族研究生有正負面意涵，但大多皆認為其立意良善，唯實施方式有待斟酌。
六、原住民族研究生對於自身族群文化之認知、喜歡與投入程度越高，其族群文化認同程度亦越高。
七、原住民族研究生族群文化認同發展，呈現「邂逅期」與「內化初期」與「內化期」三種不同發展階段。
八、原住民族研究生之族群認同型態乃以調適者/融合型為主。
九、原住民族研究生從事學術研究皆希冀能回饋自身族群。
十、改善原住民教育的資源分配、教師素質與課程內容等乃有助於其族群文化之發展。
十一、原住民族研究生教育成就的獲得係來自於自身的努力以及族群的加持。
根據上述結論，本研究乃提出七點建議，以作為原住民族教育改革之參考。

[ 英文摘要 ]
The main purposes of this study were to research that Taiwan’s Aborigines graduate students how to construct their ethnic cultural identity and what internal or extrinsic factors would affect the construction of ethnic cultural identity. Additionally, the study analyzed the developmental stages and models of ethnic cultural identity further. Finally, figure out the relationship between school education and Aborigines graduate students’ educational attainments with their ethnic cultural identity.
In order to achieve the purposes mentioned above. A semistructured interview format based on literature review was developed to collect life stories about their ethnic culture from six Taiwan’s Aborigines graduate students of National Chung Cheng University. Besides, the study also used two questionnaires, one is” ethnic cultural identity scale”, and the other is” ethnic cultural identity’s factors/ models/ developments questionnaire” to collect more study data. According to comprehensive analyzed, compared with all study data, a number of findings were draw up through the analyses conducted. Last, based on the findings, the study also proposed seven suggestions for educational guidance and administration.
The construction of Aborigines graduate students’ ethnic cultural identity was affected by internal and extrinsic factors. Internal factors included of ethnic self-identification, sense of belonging, ethnic attitudes and ethnic involvement. The more these four factors they got, the more degree of identity they had. Extrinsic affections included of family, school and society factors. Among these, family and school factors were the most important affections for constructing cultural identity. Additionally, the developmental stages of Aborigines graduate students’ ethnic cultural identity almost presented encounter, pre-internalization and internalization stage. And they were all belonged to “Acculturative” identity model. Aborigines graduate students attributed their educational attainments to their ethnic welfare and encouragement .They would promised to pay their ethnic groups back by their academic study in the future. They also think that improving Aboriginal education resources, teacher profession and school curriculum would promote ethnic culture and identity development.