| dc.description.abstract | The Hakka Movement in Taiwan centered around the publication of ＂Hakka Affairs Monthly＂ and the ＂Restore My Mother Tongue Parade＂, has brought the Hakka issues into the public domain. This movement continued until the establishment of the Hakka Affairs Council in 2001, symbolizing the institutionalization of Hakka affairs. In 2003, the Hakka TV station was launched, and in the same year, under the impetus of the precursor to the Hakka Knowledge System project, ＂Guidelines for the Development of Hakka Academic Institutions in Universities and Colleges,＂ the Hakka Academy was established.
The Hakka Knowledge System can be broadly divided into three main parts: the establishment of Hakka academic institutions, Hakka research, and the cultivation of Hakka talents. The operation revolves around the Hakka academic institutions, which drive Hakka research and the nurturing of Hakka talents. This thesis aims to explore the cultivation of talents within Hakka academic institutions. During the cultivation process, what are the crucial factors influencing ethnic identity? Additionally, does the Hakka policy contribute to the Hakka consciousness of young students within this context?
This thesis employs concepts from New Institutionalism, Ethnicity Theory, and Peer Influence to explore the ethnic identity of young students within the Hakka Knowledge System through the interaction between institutions and behavior. Qualitative research methods will be utilized, starting with a literature analysis to outline the institutional arrangements and implementation of the current Hakka Knowledge System. Subsequently, in-depth interviews will be conducted to validate the impact of this policy on the ethnic identity and behavior of students in Hakka academies.
The research findings indicate that while there are diverse factors contributing to the formation of ethnic identity, ＂ancestry＂ remains a crucial determinant of identity. Peer interactions and exchanges further reinforce one′s original sense of identity. Moreover, implementing ＂welfare＂ measures specific to an ethnic group can significantly enhance its sense of identity. In the case study of the Hakka Academy at National Central University, the established incentive mechanisms and provided resource channels have been positively acknowledged by students. To sum up, recommendations are also made regarding curriculum, international exchanges, and employment based on the research findings. | en_US |