原住民隔代教養真的註定失敗嗎？

Does the Indigenous Grand-Parenting Fatally Fail?

本研究以生態系統觀點，從局內人的角度探究10名於隔代教養家庭中順利成長的原住民成人。從他們自身的經驗中找出其順利成長的重要元素，並探討這些元素與不同生態系統間的關聯性，以重新審視原住民隔代教養的議題。研究方法以深度訪談爲主，先與協同編碼人員以類屬分析方式進行編碼，再進行分析一致性的考驗。主要發現如下：1.原住民隔代教養中兒童與少年之順利成長，需要生態系統中多項元素的支持。2.經濟元素對原住民家庭及個人有負面的關聯性；然而受訪者可轉化此經濟的負面關聯成爲自我奮發圖強的動機。3.教師是原住民家庭與個人在家庭與學校、社會福利、學校系統的重要關聯元素，而且此關聯正負向皆有可能發生。4.經濟元素對受訪者參與文化風俗及族群關係皆有負向的關聯。宗教元素也對文化風俗的參與有負向關聯，但對經濟元素則有正向關聯。

This research attempted to explore the 10 indigenous adults who had successfully grown up in the grand-parenting families according to ecological system perspectives. They provided the successful connection of important elements in the different ecological system by their own experiences. From an etic perspective， they provided a new domain to review the issue of indigenous grand-parenting. By using the character analysis， the coding consistency was done by two analysts. The findings of deep interviews as followed: 1. The order of connection in ecological system to the person who grown in the indigenous grand-parenting family was: micro-system， macro-system， meso-system， exo-system. 2. The ＂economic＂ element of macro-system had negative connection with the person and the indigenous family of micro-system; however， the motivation of rejuvenate notion by self-dedicated work which transferred from the negative connection. 3. The ＂teacher＂ element was important to connect the person and the family with ＂family and school (meso-system)，＂ ＂social welfare (exo-system)， ＂and ＂educational system (exo-system)， ＂even though， the connection included positive and negative direction. 4. The ＂economic＂ element of macro-system had negative connection with cultural custom and ethnical relationship of macro-system. The ＂religion＂ element of exo-system had negative connection with ＂cultural custom＂ element， but it had positive connection with ＂economic＂ element.