人類社會大多由數個民族共同組成，因此社會文化包含許多相互差異的次級文化。 少數民族由於政治、經濟的弱勢，以及文化差異的影響，在受教育的過程中大多處於較不利 的地位，因而教育成就較低。唯某些文化背景不同的少數民族，卻有相當成功的教育成就。 我國原住民教育，在光復以後雖有明顯改善和成長，但較之一般人口，仍有差距，尤其高中 職以上的教育為然。分析少數民族的教育成就，可以從文化斷層、結構不平等、文化模式等 三種理論加以探討。 在族群互動關係中，多數族群會產生刻板印象、偏見和歧視等心理和行為，並且透過課程、 教科書、教學活動而傳遞，對於少數民族學生的學習動機和學業成就都有負面影響。為促進 和諧族群關係之發展，並改善少數民族學生的教育成就，政府應實施多元文化教育，增進族 群文化交流與瞭解，維護少數族群文化發展，並促進其文化認同。

　　　　　Most human societies consist of different kinds of ethnic groups and thus represent the multiethnic form of culture. Students from the minority groups usually have more problems and difficulties in learning than their majority counterparts because of their weakness on political and economic status and the negative effect based on cultural difference. However, some minority students have been found able to handle these disadvantageous situations and demonstrate better educational achievement. In spite of the progress and improvement in both educational provision and opportunities, most Taiwan aborigines' education still fall behind the majority, especially on the higher level. To interpret the attainment of minority students involves three theories: cultural discontinuity theory, structural inequalities theory, and cultural model theory. Ethnic stereotype, bias and discrimination were often seen in ethnic interaction and relationships, and were transmitted through curriculum, textbooks, and teaching. They had considerable negative impact upon minority students' learning motivation and academic achievement. For the purpose of promoting the harmonious relations among ethnic groups and raising the educational attainment of minority students, the government must see to it that multicultural education is carried out on all educational levels. By doing so, hopefully, the mutual understanding among all ethic groups will be increased, the cultural development of the minority can be enhanced, and the minority groups' cultural identity is to be encouraged.