一位新住民之子資優生認同發展之自我敘說

Abstract

本研究以自我敘說的方式，描述並探究我身為一位同時具有新住民之子（新二代）與資優生雙重身分者的生命經驗及自我認同發展歷程，並關注新二代、資優生兩種身分如何在我的生命歷程中交織、互動，以形塑我對自我、身分的理解與評價。本研究以我自幼至今累積的日記、作文、網誌等個人文本為敘說材料，結合Poston提出的雙族裔認同發展模式與Mahoney的資優生認同發展模式觀點，以Lieblich等人提出的「整體─內容」與「整體─形式」兩類敘說分析模式來呈現我自幼兒至研究所階段的認同發展與交織狀況。敘說尾聲，我發現自己的資優認同與新二代認同在各階段的發展強度與走勢皆有所不同：資優認同較早發展，於中學階段震盪最為劇烈，研究所後則走向整合期；新二代認同則較晚發展，於大學階段受社會時事影響最為動盪，至今仍處於較迷茫的糾結否認期。然而兩種身分認同皆常受學校師長、班級同儕影響進而此消彼長，原先呈現執著資優、迴避新二代身分的走向，但資優認同的發展經驗在大學後成為新二代認同發展的動力。本研究是少數從新二代資優生的主體出發，並以此兩種身分認同為研究主題進行的自我敘說。希望能作為資優教育、多元文化研究者，以及同具有少數與多重身分者一份具共鳴可能與思考深度的材料。

This study adopted a self-narrative approach to describe and explore my life experiences and the development of self-identity as an individual who embodies the dual identities of a gifted student and a member of the New Second Generation. It focuses on how these two identities intersect and interact throughout my life course, shaping my understanding and evaluation of myself and my sense of identity.The narrative is constructed from a variety of personal materials I have accumulated since childhood—including diaries, essays, and blog posts. The analysis draws upon Poston's model of biracial identity development and Mahoney’s gifted identity formation model, and is guided by Lieblich et al.’s “holistic-content” and “holistic-form” narrative analysis approaches. Through these frameworks, I present how my identities evolved and intertwined from early childhood through graduate school.By the end of the narrative, I found that the developmental trajectories of my gifted identity and my New Second Generation identity differed significantly: my gifted identity emergedearlier and experienced its most intense turmoil during secondary school, later transitioning into a phase of integration during graduate studies. In contrast, my New Second Generation identity developed more slowly, was most destabilized during my university years due to sociopolitical influences, and to this day remains in a conflicted stage of denial and ambiguity. Both identities were deeply shaped by the attitudes of teachers and peers, and their salience often rose and fell in inverse relation to one another. Initially, I clung to my giftedness while avoiding my immigrant background; however, in later years, the reflective work I undertook through my gifted identity became a crucial foundation for revisiting and re-engaging with my New Second Generation identity.This study represents one of the few self-narratives from the perspective of a gifted student who is also a member of the New Second Generation, taking these two minority identities as central themes. I hope this work provides a resonant and insightful resource for researchers in gifted education, multicultural studies, and others navigating multiple and marginalized identities.