Adaptation Of Contemporary Tibetan Students' Society

As pivotal talent resources in Tibetan Autonomous Region, theTibetan Minority Group students play an important role in bothdeveloping local economy and safeguarding national unity. The socialadaptation ability of the Tibetan Minority Group students is not onlyrelated to their development during school days but also integration intothe society smoothly at large.Based on the analyses of subjects chosen from Tibet University,Tibet University Nationalities, Tibet Medical College, NorthwestUniversity For Nationalities, Qinghai University for Nationalities, thepapers make an investigation into the overall situation of the socialadaptation of Tibetan Minority Group students in terms of a series ofvariables such as gender, school, grade, educational backgrounds,vocations and ethnic groups of parents, religious belief, family residencelocation, the populations of Tibetans and Han Groups in the same village,the number of Tibetan friends and Han friends respectively, mandarinfrequency, acceptance degree of Tibetan to Han, the number of respectiveTibetan and Han students in certain class and in the same universities, inorder to detect the differences of each dimension.On the base of “Social Adaptation Ability of the Tibetan Minority Group Students Questionnaire”, an adapted version out of “Student SocialAdaptation questionnaire” selected from an article titled “Survey ofContemporary Social Adjustment of College student” authored by FangConghui, this research distributes1000copies of a questionnaire amongTibetan students from Tibet University, Tibet University for Nationalities,Agricultural and Animal Husbandry College of Tibet University, TibetMedical College, Northwest University For Nationalities, QinghaiUniversity for Nationalities, including966valid pieces. The analyses ofthe survey are as follows:1. the Tibetan ethnic group university students’social adaptation ability was largely in the middle for better, and it showssignificant differences in terms of two variables, ie the number of Hanfriends and school universities they atend（P<0.001，P<0.05）. TheTibetan students within the autonomous region demonstrate better thantheir counterparts outside Tibet; The Tibetan students who have fewerHan friends prove better than their fellow counterparts who have moreHan friends.2.Environmental adaption dimension proves significantdifferences in the regard of Grade variables (p<0.01). Specifically,sophomore students are better at environmental adaption than junior onesand freshmen, while freshmen do worse than seniors.3. As for variablesof Gender, school, the number of Han friends future adaption dimensionshows significant difference (p<0.001). When it goes into detail, boys dobetter than girls; students within the autonomous region are of more excellences than counterparts outside; those having fewer Han studentsbehave better than those having more Han students.4. In the variables ofschool, mother’s education background, psychological adaptiondimension turns out significant difference (p<0.001, P<0.01). Likewise,students from Tibet are superior to those outside Tibet when it comes topsychological adaption condition. The students whose mothers receivemiddle school education or higher show advantages over those whosemothers merely attend primary school or end up being illiteratescompletely.5. In the variables of school and the numbers of respectiveTibetan friends and Han friends, social adapting ability reflectssignificant differences (p<0.001). Students who do not come from Tibetembody better results than students in Tibet.6. In the variables of thenumber of Han friends and mandarin fluency degree, learning adaptingability dimension presents significant differences as well (p<0.05).Students having fewer Han friends show superiority over those having noHan friends at all; The more fluent students’ spoken mandarin is, thebetter Tibetan students’ learning adapting ability is.7. Besides, all theinvolved dimensions convey little significances in the variables of familyaddress, father’s educational background and parents’ vocations.In the wake of the conclusions drawn from the previous analyses, thepaper proposes some solutions to problems in terms of the adaptingsociety the Tibetan students are confronted with, which are as follows:(I)promoting the society circuatamces:1.better the employmentchannels for Tibetan students;2.strengthening the literacy education inTibetan are to advance the overall educational level of Tibetan ethnicgroups.（II）improving university environment:1.cultivate multiculturalconsciousness of ethnic minority students in all universities;2.emphamising the enrollment procedures and daily life management;3.promoting teachers、instructors、headmasters regarding educationalthoughts and teaching methodology;4.iniatiating activities by means ofstudents union and other associations in colleges;5.launching a platformfor exchanging learning experiences taking between Han students andTibetan students to;6. enhancing employment management work forTibetan students.(III)family environment:1.parents are supposed toactively participate in literacy courses;2.stressing fostering the ability tolive on their own among Tibetan students.(IV)bettering Tibetan studentsof their own:1.cultivating their consciousness as a master, enhancingself-confidence, adapting to university life in an active manner;2.cultivating personal hobbies so as to enrich university life;3.developingtheir long-term development vision, plan prospective occupational career;4.learning Mandarin, particularly spoken Mandarin proficiency.