新移民女性金錢觀之轉化學習研究

Abstract

基於新移民女性參與非正規理財教育的學習經驗仍待探究，本研究根據成人學習理論之轉化學習觀點，瞭解新移民女性生活經驗中所形塑的金錢觀，以及參與理財教育後，金錢觀意義觀點的發展情形與轉化歷程。 為配合研究目的及主題，本研究選擇台北市賽珍珠基金會主辦的「新移民女性金融理財培力發展計畫」之「新移民媽媽的幸福帳本」方案，作為研究場域。以參與此理財課程之學員為研究對象，選擇五位新移民女性學習者作為代表個案，進行半結構式深入訪談。首先瞭解新移民女性參與課程前金錢理財的生活經驗，再探討參與課程後對金錢觀的轉化學習情形與歷程，並歸納影響轉化學習的相關因素與綜合討論，最後提供新移民女性學習者、新移民教育工作者、社會工作者，以及政府單位相關建議，作為實務推動之參考。 本研究主要發現說明如下： 一、新移民女性舊有的金錢觀意義結構，受到原生家庭的影響。 二、社會文化的意識觀念與家庭生命週期的發展，會影響新移民女性經濟自主相關議題的思維。 三、新移民女性婚姻生活的家庭財務管理問題，為促發觀點轉化的起始。經由理財課程的學習，連結新舊意義觀點，引發對自我金錢觀的覺察。 四、新移民女性透過學習情境中持續性地反思，促使在生活中執行即時性的理財行動、實踐親子金錢教育，以及長遠性的規劃，進而產生新的意義觀點，並建立自信心，達到個人的成長與改變。 五、新移民女性內在的批判反思、自我導向學習、情感覺察、溝通分享與家庭支持系統，以及理財課程與新移民女性生活環境的可近性與連結性，為激發新移民女性金錢觀意義觀點轉化學習的支持因素。The study is based on the lack of learning experiences of new immigrant women attending the non-formal financial education. The main purposes of this study were to understand the life experiences of new immigrant women’s perspective on money before participating in a non-formal financial learning curriculum, to explore their changes and process of perspective on money through this curriculum, and to analyze the factors of the transformative process of perspective on money. Furthermore, this study ended with a comprehensive discussion and provided suggestion to the learners of new immigrant women, the workers of new immigrant women education, the social workers and the government for reference. In order to serve the purposes and topics, this research chose “Happy accounts for new immigrant mothers”, a course of “The new immigrant women financial management program” held by The Pearl S. Black Foundation in Taipei as the study field. The participants of this course were the objects of this study and five of them were chosen as representative cases with semi-structured interviews. The main findings showed that: 1.The new immigrant women’s meaning structure of perspective onmoney was influenced by their own family of origin. 2.The sociocultural consciousness and their family life cycle had influences on the new immigrant women about the thoughts of feminist economic autonomy right. 3.The home money management problems in matrimony stimulated the perspective transformation. Through this financial learning, new immigrant women connected their previous meaning perspective with the new one, which triggered their awareness of their own perspective on money. 4.Through continually reflecting themselves in the learning circumstance, new immigrant women carried out the financial action, money education with children and long-term planning in daily life. In this process, they built up their confidence and achieved their target. 5.Critical reflection, self-direction learning, emotion perceived and communication between the new immigrant women learners, the accessibility and connection of financial curriculum and the family support system among the new immigrant women are the supporting factors of perspective transformative learning.