Empowering identity reconstruction of indigenous college students through transformative learning

Peiying Chen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)


This paper explores the interplay between identity reconstruction of indigenous college students and the effects of transformative learning on their self-development and collective action. Seventeen indigenous college students were interviewed for this study. The findings showed that most indigenous college students developed stigmatized identity and low self-esteem before entering college. Participating in native student clubs and a non-formal tribal service program empowered students to raise their ethnic consciousness. The study also found that transformative learning of college students affected development of their positive self-concepts, interpersonal relationships, and ethnic and cultural identities. The effects of perceptive transformation also empowered meaningful connections in these students to personal career choices and sustainability of ethnic groups and cultural development.

Original languageEnglish
Pages (from-to)161-180
Number of pages20
JournalEducational Review
Issue number2
Publication statusPublished - 2012 May


  • Taiwan
  • empowerment
  • identity
  • indigenous college students
  • transformative learning

ASJC Scopus subject areas

  • Education


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