本研究主要目的在探討原住民國中生中途輟學相關因素與形成過程。本研究分量化與質化研究兩種, 在量化方面, 採問卷調查法, 調查屏東縣八十四學年度第二學期全體原住民中途輟學國中生一百零三人、全體平地中途輟學國中生四百六十六人、和全體原住民國中生二千六百三十四人。研究工具包括: 教育部編「國民中(小)學中途輟學學生通報單」、自編「國民中學原住民學生父母教育程度、職業調查表」、和「國民中學中途輟學學生父母教育程度、職業調查表」。在質化研究方面, 採訪談法, 訪談全體原住民中途輟學國中生一百零三人中之三十九人, 研究工具由研究者依自編之「深度訪談大綱」進行半結構式訪談。所蒐集的資料, 主要運用卡方(x2)、單因子變異數分析、t 考驗、積差相關、和徑路分析等統計方法驗證假設。

本研究主要發現:

一、原住民國中生中途輟學人數與比例:

(一)原住民國中生中途輟學人數與比例仍居高不下, 在比例上, 原住民為平地生之3.59倍。

(二)就讀平地國中之原住民國中生人數多於山地國中, 但中途輟學比例相當。

二、原住民國中生中途輟學後之去向, 以「工作」者較多, 但賦閒「在家」與「失蹤」者也不少。

三、原住民國中生中途輟學相關因素:

(一)原住民中途輟學國中生家庭社經地位居於社會階層之底層,與平地生相比有部份較低。

(二)就讀不同地區學校原住民國中生家庭社經地位有差異。

(三)原住民與平地國中生中途輟學相關因素各層面之比較, 相同者多, 差異者少。

四、原住民國中生中途輟學形成過程之分析:

(一)原住民中途輟學國中生來自典型的社會階層底層的家庭。

(二)原住民國中生中途輟學之遠因是個人「成就低落」, 在家「父母放任、期望低」, 在校成績不好被老師打, 致「與某幾位老師關係不佳」、「對學校課程無興趣」, 同儕間「受不良同學影響或引誘」。

(三)原住民國中生中途輟學大多在「一年級」階段, 其主要近因是「不想讀」。

(四)原住民國中生中途輟學後大多從事與父親相同為藍領階級的勞力、非技術性工作, 父子二代社會地位未變。

(五)原住民國中生中途輟學後大多感到後悔, 面臨想復學又不復學的困境。

(六)綜合言之, 原住民國中生中途輟學之形成過程為出生在典型社會階層底層的家庭, 家庭問題多, 生長環境低劣, 進到學校, 對課程難以適應, 對教材沒興趣, 而成就低落, 被老師責打, 與老師關係不良, 如受不良同學影響或引誘, 極易中途輟學, 因習慣於校外自由生活, 縱使想復學, 也難興起再蹈挫折場所之志趣。

依據研究結論, 本研究分別對社會、家庭、學校、同儕、及教育行政機關提出具體的建議, 以供研究與解決學生中途輟學問題之參考。

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This study is mainly designedto explore "the correlative factors and formative process" for dropout of theaboriginal junior high school students. It is divided into quantitative andqualitative researches.　As far as the quantitative research is concerned, thesurvey method by questionnaire is adopted against the whole 103 aboriginal junior high school dropouts, the whole 466 junior high school students in plainareas, as well as the whole 2634 aboriginal junior high school students in thesecond semester of the 1995 academic year.　The study instruments include" Notification on Primary & Junior High School Dropouts ", compiled by the Ministry of Education, the self-edited "Questionnaire of Educational Degree &Occupation of Aboriginal Junior High School Students'parents"and" Questionnaireof Educational Degree & Occupation of Junior High School Dropouts' parents". As for the qualitative research, the interview method is used by interviewingwith 39 aboriginal junior high school dropouts among the whole 103 ones.　Thestudy tool is to conduct the　semi-structural interviews , based on " In-depthInterview Outline"compiled by the researcher himself. The collected informationis mainly verified and hypothesized by applying such statistic methods as chisquare (x2) , one-way ANOVA, T-test, pearson correlation, and path analysis.

The major results of this study are as follows:

1.Number and Proportion of Aboriginal Junior High School Dropouts:

(1) The numder and proportion ofaboriginal junior high school dropouts are still high. The proportion of theaboriginal to the plain areas is 3.59.

(2) The aboriginal dropouts in the juniorhigh schools of plain areas are more than those in the junior high schools of mountain arears,but the proportion of the dropouts makes no big difference.

(3) The number and proportion of aboriginal junior high school dropouts varydepending on the area school.

2. With regard to the whereabouts of aboriginaljunior high school dropouts,a majority of them go to work,while there are manywho fool around at home or are missing.

3. Correlative Factors of AboriginalJunior High School Dropouts:

(1) The family socioecomic status of aboriginaljunior high school dropouts lie in the social stratum.In comparison with thosestudents in plain areas, some are even lower.

(2) The socioeconomic statusis variant for the aboriginal junior high school students in different areaschools.

(3) To compare every aspect of correlative factors for aboriginal aplain area junior high school dropouts,similarity is more than difference.

4.Analysis on the Formative Process of Aboriginal Junior High School Dropout:

(1)Aboriginal junior high school dropouts come from typical families in the lowersocial stratum.

(2) The remote causes for the dropout of aboriginal juniorhigh school students rest with the low individual achievements, parents' laisser-faire at home & low expectation , poor school record & teacher's lumps, undesirable relationship with some of teachers,lack of interest in curriculums, affection or temptation by the bad students among the classmates.

(3) Thedropout of aboriginal junior high school students most take place at the firstyear stage and its immediate cause is that they don't want to study.

(4) Afterdropout,most of aboriginal junior high school students are engaged in the samelabor work of the blue-collar rank, rather than the technical work, as whattheir father do. The socioeconomic status for the two generations of the fatherand the son do not change.

(5) Most of aboriginal junior high school studentsfeel regretful after dropout and face the embarrassing situation of whether toresnme schooling or not.

(6)In conclusion,the formative process for the dropoutof aboriginal junior high school students arises from that they they were bornof a typical family in the infrastructure of the social stratum , which has alot of family problems and adverse living environment; when they enter theschool, they can hardly adapt themselves to the curriculums ; they do not take not any interest in the teaching materials so that their achievements are lowand therefore they often have the lumps from teachers. Their relationship withteachers is not good. If they are affected or tempted by bad students,they areinclined to dropout. Due to being accustomed to the free life out of the school, they cannot be inspired to return to the place where they had been defeated, even if they desire to resume their schooling.

According to the results of theresearch , this study proposes concrete suggestions for the society, family, school, fellows and the educational administration authorities for referencein researching and solving the student's dropout problems.