A Narrative Inquiry of New Female Immigrants’ Cross-Culture School Participating Experiences

• Main Authors: Pai-Fang Li, 利百芳
• Other Authors: Chaur-Shin Yung
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/2w6ne5

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 100 === A culture long river is a metaphor in this study, implementing narrative inquiry to explore new female immigrants’ cross-culture school participating experiences to find their sense of self-identity. The conclusions in this narrative inquiry are as follows: 1.The new female immigrant personal history is embedded in the cultural context of early life experiences and affect adult choices: (a)The Vietnamese new female immigrant distinguish the same experience in the home country between the other female migrants ; (b) The Indonesian new female immigrant have across experience in the home country about discrete, antagonism and confrontation. 2.The new female immigrant across cultural boundaries, and to carry out new life: (a) The reason of transnational migration is complex, encompasses personal, geographical and globalization factors; (b) Family and friends are important supporters when the new female immigrant in self-adaptation to cross-culture environment,; (c) The interaction between the new female immigrant family reveal cross-culture symbols and mark the rank of family power; (d) The new female immigrant in the axis of the family, to conduct social networks through school participating. 3. The new female immigrants’ cross-culture reflection of school participating presents a multicultural context: (a) The new female immigrants’ school participating is the impact of individual and cultural ecological context interaction; (b) The new female immigrants’ school participating is cross-domain from the private of motherhood to the participate of public domain ; (c) The new female immigrants’ parents -teacher communication in cross-culture shaping the interpersonal networks and creating social capital; (d) The new female immigrants’ school participating enhance the schools' emphasis on multicultural education; (e) The new female immigrants’ participation in the school voluntary services empowerment and energizing; (f) The new female immigrants’ school participating in cross-culture reflection: the new female immigrants’ position in outside and the edge; the new female immigrants’ volunteer can learn from the spirit of service; the new female immigrants’ school participating cross-culture ability rendered in knowledge, emotional, psychological motivation and situational . 4. The new female immigrants’ self-identity experienced since, bearing, turn, aggregate stage: (a) The new female immigrants’ school participating experience promote the development of female consciousness and self-identity; (b) The mobile experience change the females’ self-consciousness and construct self-identity.