The Research Of Status And Educational Countermeasures On Ethnic Identity Of Tibetan Students In Haibei Of Qinghai Province

Ethnic identity is the ethnic groups members’ cognitive and affection preference fortheir ethnic identity and groups. The cognitive of ethnic identity is the base of Ethnicidentity, and the affection and attitude for ethnic groups are the important parts forEthnic identity. All of those influenced to their behavior approach and interaction withother ethnic groups. Chose Tibetan students in Haibei Tibetan Autonomous Prefecturein Qinghai province as the research object, and uses the method of questionnaire andinterview to collect data. Discussed the development status, influence factors anddevelopment tendency from four dimension namely cognitive, affection, behavior andevaluation, and put forward several suggestions and countermeasures.The forecasting questionnaire was based on oversea and inland scales on ethnicidentity and documents and materials concerned, through preliminary survey and revise,determinate the questionnaire on ethnic identification of Tibetan students in HaibeiTibetan Autonomous Prefecture in Qinghai province. This thesis has selected751Tibetan students in Haibei Tibetan Autonomous Prefecture in Qinghai province, to sendout questionnaire and interview(N男=405，N女=346).According to the subjective andobjective questions, as well as the interviews it comes to the conclusion as follows:1. On the whole, the Tibetan students in Haibei Tibetan Autonomous Prefecture inQinghai province had strong ethnic identity. Evaluation dimension is higher than thedimension of behavioral and cognitive, affective dimension is the lowest.2. The ethnic identity of the Tibetan students in Haibei Tibetan AutonomousPrefecture in Qinghai province has situational differences. When the Tibetan studentsfeel the ethnic identity is beneficial to themselves, their ethnic identity will bestrengthen at the dimension of evaluation and behavioral, gave Tibetan much highermarks. Opposite, they’ll tend to hide their ethnic identity, and contact with themainstream national positive, desire to be accepted and identified.3. From the perspective of grade development tendency, the ethnic identity ofHaibei Tibetan Autonomous Prefecture in Qinghai province is approve along with thegrade increasing. Specifically, the development tendency of Tibetan students has three stages, it’s rising from grade one in junior high school to grade one in senior middleschool and then begin to descend. But it is rising again from grade three in seniormiddle school and it is up to the maximum. This development tendency is same toPhinney’s ethnic minorities’adolescents’ethnic identity model.4. There is no significant difference in the dimension of evaluation, behavioral andaffective at different grades. But the ethnic identity was increased with grade at thecognitive dimension. There is no significant difference in the other three dimensions.5. Results show that the ethnic identity of Tibetan students is influenced by theschool environment, family environment and community living environment factors.Specifically, the factor of schooling are school, the teaching model in class and theresult of learning Chinese; The factor of family is parents’ethnic membership of Tibetanstudents; The factor of society are the place where they live, living in minority habitat ornot, friends’ethnic identity.6. Gender is not the influence factor of Tibetan student’s ethnic identity. Thatmeans, the difference about ethnic identity of Tibetan boys and girls is not significant.