| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 100 === Under the influence of multicultural perspectives, teachers at key aboriginal schools should hold a respectful and appreciative attitude to accommodate the special characteristics and differences of students from various ethnic groups, and enhance students’ own familiarity and understanding with ethnic cultures. In this way, teachers can further understand the psychological and physical states demonstrated by the learning behavior of students based on influence by ethnic and familial cultures. This study treats Bunun tribe high school students as subjects, and attempts to understand the identity and views of Bunun tribe students toward ethnic culture, family upbringing, and school learning and performance, and toward the self, culture, and ethnicity, from their cultural context and family upbringing environment.
This study conducted semi-structured interviews on four high school Bunun students from different tribes and in three-generation families with parents who are both from Bunun tribe. This study took the sequence of cultural characteristics, family upbringing, and learning performance for the interviews. Based on the results, the findings are as follows:
1. Self-identity: (1) robust family function, ethnic characteristics, higher ratio of
aborigines in the school, tribal life experiences, affirmation for one’s own talent, and higher cultural cognitive ability can enhance the self-identities of the four Bunun students; (2) when the stereotypical exterior, ethnic behaviors, or appearances are under prejudice and discrimination, it would lower the self-identity of the four Bunun students.
2. Family upbringing: (1) emphasis on the upbringing view of character over
academic performance; (2) three-generation families in current tribes are
generally guided by young married couples; (3) inclination toward authoritarian democratic cultivation models; (4) a high sense of belonging and identity toward “family.”
3. Learning and performance: (1) harmonious interaction with peers; (2) active
devotion to activities of the music clubs; (3) generally troubled by
“mathematics”; (4) good adaptation to school life and good performance.
4. Ethnic identity : (1) traditional beliefs have nearly all become foreign religious beliefs; (2) there is a positive correlation between self-identity and ethnic identity; (3) can clearly identify the differences between one’s own ethnicity and the ethnicities of others; (4) understand ethnic culture and characteristics; (5) can engage in participation in traditional culture; (6) a high degree of positive identification with the ethnicity, and can be proud to be Bunun.
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