原住民族大學生校園經驗與族群認同關係之研究 —以北區大學為例

Abstract

本研究旨在探討臺灣北部地區原住民族大學生的校園經驗與族群認同之間的關係，以及個人背景變項對兩者的影響。研究對象為112學年度就讀於臺灣北部地區29所設有原住民族學生資源中心之公私立大學日間部原住民族大學生（母群體N = 4,324）。「北部地區」係指教育部設置北區區域原住民族中心所涵蓋之臺北市、新北市、基隆市、桃園市、新竹縣等五個縣市。本研究採用方便取樣，目標樣本為353人，以「北區原住民族大學生校園經驗及族群認同問卷」進行調查。共發放問卷400份，回收有效問卷320份，有效回收率為80%。研究資料以描述性統計、變異數分析、卡方檢定及多元迴歸分析等統計方法進行分析。本研究結果顯示，北部地區原住民族大學生的校園經驗在不同構面得分有所差異，「人際整合」( M = 3.05, SD = .45)得分最高，其次依序為「與非原住民族學生的互動」( M = 3.02, SD = .72)、「學術投入」( M = 2.74, SD = .60)、「與原住民族師生的互動」( M = 2.71, SD = .89)，以及「原住民相關活動參與」( M = .64, SD = .41)。北部地區原住民族大學生族群認同平均得分為3.09分（量表範圍3.04-3.20分），高於量表中位數。此外，個人背景變項，如性別、原住民地區居住經驗、父母教育程度及族群別等，與學生的校園經驗及族群認同皆呈現顯著關聯。多元迴歸分析結果顯示，「人際整合」、「與原住民族師生互動」及「原住民相關活動參與」對族群認同具有顯著正向預測力，整體模式解釋力為33.9%。本研究結果顯示，正向的師友支持、與原住民族同儕及師長的互動，以及積極參與原住民相關活動，有助於提升原住民族大學生的族群認同。基於研究結果，本研究針對原住民族大學生、學校單位和原住民族學生資源中心提出具體建議，以強化校園經驗品質並促進族群認同發展。This study explored the relationship between campus experiences and ethnic identity among indigenous university students in northern Taiwan, as well as the influence of individual background variables on both. Participants were indigenous students (N = 4,324) enrolled in daytime undergraduate programs at 29 public and private universities with Indigenous Student Resource Centers in northern Taiwan during the 2023-2024 academic year."Northern Taiwan" refers to the five municipalities (Taipei City, New Taipei City, Keelung City, Taoyuan City, and Hsinchu County/City) covered by the Ministry of Education's North Regional Indigenous Peoples Center. Using convenience sampling, this study targeted 353 participants and collected data through a questionnaire on campus experiences and ethnic identity. Four hundred questionnaires were distributed, and 320 valid responses were received (80% response rate). Data were analyzed using descriptive statistics, ANOVA, chi-square tests, and multiple regression analysis.Results of the study indicated variations in campus experience scores across different dimensions."Interpersonal integration" (M = 3.05, SD = .45) had the highest score, followed by "interaction with non-indigenous students" (M = 3.02, SD = .72), "academic engagement" (M = 2.74, SD = .60), "interaction with indigenous faculty and students" (M = 2.71, SD = .89), and "participation in indigenous-related activities" (M = .64, SD = .41). Furthermore, individual background variables, such as gender, indigenous region residency experience, parental education levels, and ethnicity, were significantly associated with both campus experiences and ethnic identity (M = 3.09). Multiple regression analysis revealed that"interpersonal integration, "interaction with indigenous faculty and students," and "participation in indigenous-related activities" were significant positive predictors of ethnic identity, with the overall model explaining 33.9% of the variance. These findings suggest that positive peer and faculty support, interaction with indigenous peers and faculty, and active participation in indigenous-related activities contribute to stronger ethnic identity among indigenous university students. Based onthese results, specific recommendations are provided for indigenous college students, university administration, and Indigenous Student Resource Centers to enhance campus experiences and promote ethnic identity development.