屏東縣外籍配偶國中子女的族群認同與自尊之研究

The Study on Ethnic Identity and Self-Esteem for Transnational Marriage Children of Junior High School Students in Ping-Tung County

外籍配偶子女由於父母來自不同的國籍與文化背景，故在成長過程中會經歷族群認同之發展階段，且相關研究指出，族群認同與與自尊息息相關。雙族裔的兒童若因周遭社會團體的排斥或族群認同困擾，將造成適應困難或低自尊。基於此，本研究旨在探討外籍配偶國中子女的族群認同與相關背景因素對自尊之影響。本研究以屏東縣為研究範圍，採立意取樣方式進行問卷調查，共得有效樣本527份。研究工具包括：個人背景資料調查表、族群認同量表，以及自尊量表。所得資料以次數分配、百分比、平均數、標準差、單一樣本t檢定、相依樣本t檢定，以及多元迴歸進行分析。本研究發現，屏東縣外籍配偶國中子女之族群認同為中上程度，對父親之族群認同顯著高於對母親之族群認同。外籍配偶國中子女之自尊為中上程度。「男生」與「族群認同」對「自尊」達21%之解釋力。相較於女生，男生的自尊較高；族群認同越好者， 自尊也越高。根據本研究之發現，建議學校教師或行政單位可結合課程與教學，設計多元文化的教學活動，以增進外籍配偶國中子女之族群認同，進而提升其自尊；並特別關注國中女生之自尊發展狀況。 Parents of transnational marriage children have different ethnic culture background; thus, their children’s development of ethnic identity and self-esteem become an important issue in today’s society. The de­velopment of self-identity is an important stage for adolescents in junior high school. According to related studies, negative ethnic identity lead to low self-esteem and adaptation problem. Therefore, the purposes of this research were to identity the transnational marriage children’s eth­nic identity and self-esteem, to analyze the difference of ethnic identity toward father and mother, and to explore the influence of background factors and ethnic identity on self-esteem for junior high school students whose mother was from Southeast Asia. The survey was conducted in Ping-Tung County by purposive sampling method, and 527 valid samples were obtained. Research instruments included ethnic identity scale, and self-esteem scale, and background information questionnaire. Data were analyzed by descriptive statistics, one sample t-test, paired sample t-test, and multiple regression. The results were as follows. The mean of the eth­nic scale was significant higher than the theoretical midpoint which indi­cated the ethnic identity of the transnational marriage children of junior high school in Ping-Tung County was above average. Furthermore, the ethnic identity toward father’s ethnic group was significant higher than the ethnic identity toward mother’s original nationality. The mean of the self-esteem scale was significant higher than the theoretical midpoint which indicated the self-esteem of the transnational marriage children of junior high school in Ping-Tung County was acceptable. Male and eth­nic identity could explain 21% variance of self-esteem. Males had higher self-esteem comparing to females. Self-esteem would be higher when the ethnic identity was better. According to the findings of this research, it is recommended that teachers could design multi-cultural education and activities, in order to enhance transnational marriage children’s ethnic identity and self-esteem. Especially, teachers could pay more attention on girls’ development of self-esteem

Parents of transnational marriage children have different ethnic culture background; thus, their children’s development of ethnic identity and self-esteem become an important issue in today’s society. The de­velopment of self-identity is an important stage for adolescents in junior high school. According to related studies, negative ethnic identity lead to low self-esteem and adaptation problem. Therefore, the purposes of this research were to identity the transnational marriage children’s eth­nic identity and self-esteem, to analyze the difference of ethnic identity toward father and mother, and to explore the influence of background factors and ethnic identity on self-esteem for junior high school students whose mother was from Southeast Asia. The survey was conducted in Ping-Tung County by purposive sampling method, and 527 valid samples were obtained. Research instruments included ethnic identity scale, and self-esteem scale, and background information questionnaire. Data were analyzed by descriptive statistics, one sample t-test, paired sample t-test, and multiple regression. The results were as follows. The mean of the eth­nic scale was significant higher than the theoretical midpoint which indi­cated the ethnic identity of the transnational marriage children of junior high school in Ping-Tung County was above average. Furthermore, the ethnic identity toward father’s ethnic group was significant higher than the ethnic identity toward mother’s original nationality. The mean of the self-esteem scale was significant higher than the theoretical midpoint which indicated the self-esteem of the transnational marriage children of junior high school in Ping-Tung County was acceptable. Male and eth­nic identity could explain 21% variance of self-esteem. Males had higher self-esteem comparing to females. Self-esteem would be higher when the ethnic identity was better. According to the findings of this research, it is recommended that teachers could design multi-cultural education and activities, in order to enhance transnational marriage children’s ethnic identity and self-esteem. Especially, teachers could pay more attention on girls’ development of self-esteem