新移民女性之子女教育信念及教育實踐研究

• Main Authors: CHANG SUNG CHI, 張宋奇
• Other Authors: 王采薇
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/09136690619150615868

碩士 === 國立花蓮教育大學 === 多元文化研究所 === 95 === Abstract This study conducted in-depth interview with six new female immigrants in Ilan County, to analyze their belief structure in children’s education and practice processes, especially to understand how those new female immigrants’ belief on education developed in their family of origin, as well as their understanding of Taiwanese society, has constructed their belief on educating their own children, affected their practices in educating their children, and how the family resources of working class affect the possibility of practicing children’s education, in turn, reconstruct their belief in education. The results are concluded as below: 1) The family of origin of new female immigrants face double disadvantages of race and class, thus, they have constructed the value of prioritizing the family rights over individual learning right, and emphasized on regulating their children’s behaviors by means of discipline enforcement and demand for obedience from the children. 2) After the new female immigrants moved to Taiwan, they recognized the opportunities for personal development, but worried about the negative impacts of the environment on their children, thus, they have encouraged their children to treasure the opportunity of learning and gain achievement, while regulating their behaviors. 3) Although the new female immigrants are in disadvantages of working class and cultural difference, they have attempted to breakthrough the current limitation with positive attitude and actions to practice their belief on educating their children. 4) The view of the immigrant identity by the new female immigrants can affect their belief and approaches of educating their children. 5) During the processes of responding to the environment and educating their children, the new female immigrants have reconstructed their belief in education and possibility of educational practice, thus, reflecting that those in disadvantageous positions can also be active practitioners. Based on the above findings, suggestions are proposed to future studies, government bureaus, and educational bureaus. Keywords: new female immigrants, educational beliefs, educational practices