關鍵字：外僑學校、外僑學生、國際觀知覺 The purpose of this study is to explore the impacts of students’ background on their perceptions of being international in Taiwan foreign residents schools. It investigates the current status of student perceptions of being international and analyzes the differences under various background factors. 540 students from six different Taiwan foreign residents schools completed a 32-item instrument, developed by Hayden, Rancic and Thompson（2000）. Important findings of the study are as follows:
1. Cultural difference and geographical locations make no significant difference to students’ perceptions of being international. 2. In terms of open-mindedness, flexibility of thinking, and respect for others, gender plays a key difference among Taiwan foreign residence school students. 3. Age and grade levels do not affect students’ perceptions of being international. 4. In the aspect of ‘neutrality’, nationality shows slight difference among Taiwan foreign residence students. 5. Students who speak different native languages show significant difference in terms of international experience and attitudes toward other systems and cultures. 6. Religious belief demonstrate considerable difference to international mindedness and type of institution attended by students from Taiwan foreign residence schools. 7. Parental educational background does not make any difference to students’ perceptions of being international. 8. Father’s occupation shows a difference to their children’s ‘tolerance of the behavior and views of others’. 9. Parental religious belief affects their children’s perceptions of being international. 10. In terms of international experience, international-mindedness, and type of institution attended, there are prominent differences among Taiwan foreign residence schools.
The study is concluded with suggestions for Taiwan foreign residence schools and educational governing offices, as well as for researchers for further studies.
