Ethnic identity, self-esteem, and acculturation dispositions among indigenous adolescents in Taiwan

Abstract

Indigenous people in Taiwan have recently succeeded to reclaim the right to use their native names in formal institutions. This study investigates how using an Indigenous name use and maintaining proficiency in indigenous language influence school experiences, self-esteem, and acculturation strategies among Indigenous adolescents in this island society. Drawing on survey data from 1,144 indigenous adolescents attending in high schools in northern Taiwan, the findings reveal that a strong ethnic identity directly enhances self-esteem. However, ability of indigenous language also elevates academic pressure. Adolescents who embrace their Indigenous identity report a more positive self-concept and favor integration over assimilation in interactions with Han peers. This study underscores the importance of culturally inclusive practices and greater institutional support for Indigenous language and name usage, while also acknowledging the unique challenges faced by Indigenous adolescents in Han-dominated urban school settings.