越南新住民家庭父職經驗之研究－從孩子出生到小學階段

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Title:	越南新住民家庭父職經驗之研究－從孩子出生到小學階段
Other Titles:	Researching the Fatherhood Experiences for the Vietnamese Newly Immigrant Families from the Birth of Children to Elementary School Stage
Authors:	魏佩君 Wei, Pei-chun
Contributors:	幼兒教育學系陳芳茹 Fang-ju Chen
Keywords:	越南新住民家庭;父職經驗 the Vietnamese newly immigrant families;fatherhood experiences
Date:	2013
Issue Date:	2014-12-19 15:31:44 (UTC+8)
Abstract:	本研究主要在探討越南新住民家庭父親的父職經驗，設定的研究對象為我國與越南籍之新住民女性辦理結婚登記的男子，其家中第一個孩子正值學齡階段，透過半結構式的深度訪談方法，共訪談六位受訪者，獲得六份文本資料。研究過程採用詮釋現象學的方法論，以主題分析法進行文本分析，歸納整理出越南新住民家庭的父親從孩子出生到小學階段的父職經驗能夠以「孩子入小學」做為時間切分點，分別切分出「孩子學齡前階段的父職經驗」與「孩子學齡階段的父職經驗」。「孩子學齡前階段的父職經驗」可透過以下三個主題共同來詮釋：（1）成為新手爸爸後，新角色帶來情緒與生活上的重新調適；（2）孩子漸漸長大，與妻子間的文化差異開始在管教孩子上有衝突；（3）孩子進入幼兒園後，看見孩子逐漸懂事，心裡感到安慰。「孩子學齡階段的父職經驗」可透過以下四個主題共同來詮釋：（1）孩子入小學後，開始注重孩子的課業學習；（2）孩子入小學後有成長，修正管教方式，少打罵多講理；（3）與妻子管教孩子時的互動呈現「父扮黑臉、母扮白臉」的互補模式；（4）對孩子往後的學習發展不強迫，讓孩子自由發展。　　　而根據詮釋分析的結果，研究者建構出一個父職經驗轉變歷程模式，並依此發展出兩項理論命題。命題一為：越南新住民家庭父親在孩子學齡前階段受到「經濟因素」與「父權思想」的影響，其展現的父職角色是傳統的中國父親形象。命題二為：越南新住民家庭父親在孩子學齡階段受到「原生父親教養經驗」與「妻子文化因素」的影響，被迫發展出新好男人的形象。　　　基於研究結果，本研究針對新住民家庭之父親、學校及教育人員與未來研究等三方面提出具體之建議。期能幫助越南新住民家庭的父親及其家庭獲得更多的理解與關注，對往後在相關領域的研究與實務等方面也能有所助益。　　The purpose of this research was to listen to the fatherhood experiences of the Vietnamese newly immigrant families from the birth of their children to elementary school stage.The selected subjects of this research were based on the Taiwanese males who got married with the Vietnamese newly immigrant females and their first child should be elementary school student. Semi-structured interviews with six respondents were conducted to develop six texts.Through applying the research method of hermeneutic phenomenology and analyzing the texts with thematic analysis, this study induced that the fatherhood experience of parenting a child from birth to elementary school in the Vietnamese newly immigrant familiy could be divided into two stages: “Fatherhood Experience of Parenting a Preschool-age Child” and “Fatherhood Experience of Parenting an Elementary School-age Child”. These two stages were divided by the point in time when a child entered elementary school. “Fatherhood Experience of Parenting a Preschool-age Child” could be interpreted by the following three common themes: (1) Readjust to new life and modify emotions brought by the new role of first-time father; (2) Experience conflicts over child discipline with foreign spouse due to cultural differences as the child grows up; (3) Take comfort in seeing the child enter kindergarten and become more and more well-behaved. “Fatherhood Experience of Parenting an Elementary School-age Child” could be interpreted by the following four common themes: (1) Start to focus on child’s academic performance after the child attends elementary school; (2) Change the style of parental discipline from rebuke, physical punishment to reasoning as the child makes progress at elementary school; (3) Construct a complementary model with spouse in child discipline: “Father gives stick and mother gives carrot”; (4) Grant the child freedom of choosing what to learn and develop in the future. 　　　According to the results of interpretive analysis, the researcher constructed a model of fatherhood experience transition. Based up this model, the researcher developed two theoretical propositions. The first proposition was that under the influence of “financial factors” and “patriarchal ideology”, male marrying Vietnamese newly immigrant female plays the traditional Chinese father role to his pre-school age child. The second proposition was that under the influence of “parenting experience passed down from father in family of origin” and “cultural influence from foreign spouse”, male marrying Vietnamese newly immigrant female is forced to develop the role of modern ideal father to his elementary school-age child. 　　　Based on these common themes and results, some concrete recommendations were proposed for the fathers of the Vietnam’s newly immigrant families, the schools, the educators and the future researches.
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