In Taiwan, research on learning adjustment among aboriginal students has produced ample findings; yet, they focus mainly on urban or tribal aboriginal students’ adjustment to the overall education system. Seldom do researchers explore how aboriginal students adapt themselves to culture courses provided at school when ethnic education is integrated into the education system. Besides, there is a lack of theoretical research on the current situation of how aboriginal students adjust themselves to culture courses. Because of the reasons stated above, this study chose one school that integrates ethnic education in central Taiwan and did a three-year longitudinal quantitative research, adopting document analysis, observation and interview to gather more information on aboriginal students’ learning adjustment in this school. The purposes of this research are as follows:
(1) To understand staff members’ opinions on ethnic education and the current situation.
(2) To analyze how students adjust themselves to ethnic education and how ethnic education influences ethnic identity.
This research will clarify whether ethnic education is a boon or an obstacle to learning adjustment, learning efficacy and ethnic identity and hopefully, provide relevant information for the authorities concerned that aims to promote ethnic education.
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