「說不出口的無奈」：家有青少年之原鄉阿美族家長的教養壓力與文化處境探究

“Unspoken Helplessness”: Exploring Parenting Stress and Cultural Contexts of Pangcah Parents Raising Adolescents in Indigenous Communities

本研究探討當代台灣原住民族地區阿美族家長在教養子女過程中所面臨的壓力來源、文化衝突與社會支持現況。隨著社會結構與教育制度變遷，原鄉家長在現代教育理念、部落傳統價值與主流社會期待夾擊下，常處於「說不出口的教養無奈」，缺乏宣洩與協助管道。本文採詮釋現象學進行深度訪談，並以主題分析法歸納分析，呈現當代原鄉家庭多重教養壓力的樣貌。
結果發現，教養壓力來源主要分為四層面：家長自身層面，包括經濟困境、教養知能與科技素養不足、教養價值觀轉換困難；親子互動層面，如子女沉迷3C、時間與精力資源的緊張；社區與學校層面，包括文化刺激與教育資源不足、與學校的教育價值不同調；在社會觀感層面，包括稱職教養的框架、單親或重組家庭標籤化，以及族群歧視眼光。當中還包括，A.I.時代下對子女未來職涯出路的不安，以及對傳統文化錯置感到煎熬，面臨文化認同與生活實務的兩難。
本研究建議，政府與教育單位應強化原鄉教育資源配置，增設學習支持系統與課後輔導據點，並培育具原住民族文化敏感度的教養專業人員與社區支持網絡。同時，鼓勵部落文化再生機制與家庭教養課程共構，協助家長強化文化認同與現代親職知能，減輕教養焦慮與文化錯置壓力，促進家庭教養韌性，回應當代社會多元家庭教養需求。

This study explores the sources of parenting stress, cultural conflicts, and the current state of social support experienced by Pangcah parents in Taiwan’s Indigenous communities. Amid shifting social structures and educational reforms, Indigenous parents often find themselves caught between modern educational ideals, traditional tribal values, and mainstream societal expectations. As a result, they frequently experience an“unspoken helplessness”in parenting, with limited outlets for emotional expression or access to support.
Using an interpretive phenomenological approach, this study conducted interviews with 15 Pangcah parents raising adolescents in Hualien. The results identified four primary sources of parenting stress: (1) individual factors, such as economic hardship, insufficient parenting knowledge, and challenges in adapting to changing values; (2) parent–child interaction, including children’s addiction to digital devices and caregiving burdens in blended and large families; (3) community and school, such as inadequate cultural stimulation, limited educational resources, and a misalignment with school-based educational values; and (4) social perceptions, including the normative framework of“competent parenting,”stigmatization of single-parent or blended families, and experiences of ethnic discrimination. In addition, parents expressed concerns about their children’s future and the preservation of cultural identity.
This study recommends that government and educational institutions strengthen the allocation of resources in Indigenous communities, develop learning support systems, and cultivate parenting professionals and community support networks attuned to Indigenous cultural contexts. Furthermore, it encourages the co-creation of community-based cultural programs and parenting curricula to enhance cultural identity and modern parenting skills, reducing stress and enhancing family resilience.