|摘要: || 本研究旨在探討跨國婚姻家庭青少年子女參加認同探索團體的經驗。其中，探索的經驗將分為兩大部份：（1）參與者認同現況，以及（2）歷程中的團體關係。本研究採用質性研究進行資料蒐集與分析。研究參與者為八位就讀台灣北部某國中跨國婚姻家庭青少年子女。最後經由分析整理的研究結果如下：|
This study examined the participation experiences of an identity exploring group of teenagers originating from cross-national marriage families. Two categories of the group experience were explored: (1) the identity status quo of the group members, and (2) interaction experiences during the group process. Qualitative methods were used to collect and analyze the data. The group participants were eight students from a northern Taiwan junior high school who were members of cross-national marriage families. The findings of this study were as follows:
I. General discoveries through the whole Group process:
1. Exploration Discoveries:
(1) Based on different identity aspects, group members expressed their unanimous yet diversified self-cognition.
(2) Identity belongingness of the group members tended to lean toward their local culture, but potential remained for developing a multicultural identity.
(3) Group members participated with passion and a positive attitude in multi-cultural family activities, and also agreed with the corresponding identities.
(4) They also treated differences in their individual identity status quo with an open-mind and equal attitude.
(5) Group members accumulated understandings and experiences regarding “identity” during the whole group identity exploration process.
2. Fellowship among group members:
(1) By expressing their beliefs and values, group members became aware of each other’s similarities and differences, and thus improved relationships with one another overall.
(2) The group displayed a diversified mode of interpersonal participation.
II. Specific Discoveries during each group session:
1. First session
(1) Appellation tended to be that of local Taiwanese paternal or maternal culture.
(2) Group leaders’ assumptions about participants were impacted by the direct interaction. When assumptions were given up, the group leaders became more present in the moment and were able to explore identity with the participants.
2. Second session
(1) Group members unanimously identified as biracial.
(2) The connotation of a diversified “nationality identity.”
(3) When the subject of identity was directly discussed only brief answers were rendered, making it difficult to attain in-depth discussion.
3. Third session
(1) Opportunities to participate in diverse border-crossing cultural activities were influenced by group members’ parents.
(2) Several subjects resonated the most in multicultural discussions, including school, food, and the usage of language. These subjects were the foci of their lives, and also the main entry point in cultural involvement.
(3) Group members described emotional involvement in a transnational multicultural lifestyle.
(4) Group members displayed multicultural living habits in Taiwan.
(5) In multicultural settings, group members reported introducing themselves as from Taiwan to express their identity, and avoiding the use of a foreign accent allowed them not to be treated as foreigners.
4. Fourth session
(1) The symbols the group members chose to represent themselves were determined by personality, preference, appearance, or proximity.
(2) The language used tended to be that of the paternal or maternal culture, and did not display multilingual ability.
(3) Personal values reported tended to be that of the paternal or maternal value system, or they simply were obedient to their parents, rather than having a bicultural identity through acculturation.
(4) Group members became increasingly able to reflect and express abstract identity concepts in the group.
5. Fifth session
(1) Self-discovery resulting from interaction in the group allowed group members to be well acquainted with each other and to share different facets of themselves; group members became more caring and close to their cross-national marriage families, and recalled peculiar feelings for their paternal or maternal country of origin.
(2) Group members recognized the advantage of being multicultural: more knowledgeable, with foreign (ASEAN) experience, and bi-lingual.
(3) Group members reflected that the group exploration experience was fun and entailed mutual participation.
Finally, based on the results of the study, concrete suggestions were provided for further study in the future on teenagers from transnational marriage families.