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Dion (2001) observed that being the target of stigma and prejudice has a “demonstrable, negative effect upon the individual.” While blatant prejudice has lessened there has been little change in the rate of subtle forms of stigma and prejudice (Wilson, 1996). Recent trends in the literature acknowledge the importance of everyday reminders of difference or prejudice for women, racial minorities and ethnic groups (Swim, 2003). Jews with a long history as targets of stigma, prejudice and discrimination are an excellent example of a modern concealable stigma. Previous research into the Jewish experience has been influenced by concerns about group survival and has not included specific investigation of the experience of the target of stigma in interaction with perpetrators. Using a qualitative life history methodology this research sheds light on the experience of minority group members with a concealable stigma. Jewish adults with diverse backgrounds were interviewed using a semi-structured life history approach. The first layer of analysis identified six overarching themes – unshakeable loyalty to Jewish identity; importance of belonging; living Jewishness in a way that is meaningful; concerns about visibility of Jewishness; concerns about personal and group vulnerability including references to the Holocaust; and everyday encounters with prejudice. These themes share commonalities with Fiske’s (2004) social needs expressed in a Jewish context. The second layer of analysis developed a model of an encounter with everyday prejudice. This model identifies the overriding importance of contextual influences on perceptions of an encounter in turn influencing the reaction and response. Following the example of Miller and Kaiser (Miller, 2006; 2001b), these encounters are seen as stressful events which can be understood using the framework of the stress and coping model (Lazarus & Folkman, 1984). The results show the subtle but important impact of everyday prejudice. As well as providing a means of understanding the experience of these individuals the results have implications for both therapeutic and psychoeducational interventions.

Dion (2001) observed that being the target of stigma and prejudice has a “demonstrable, negative effect upon the individual.” While blatant prejudice has lessened there has been little change in the rate of subtle forms of stigma and prejudice (Wilson, 1996). Recent trends in the literature acknowledge the importance of everyday reminders of difference or prejudice for women, racial minorities and ethnic groups (Swim, 2003). Jews with a long history as targets of stigma, prejudice and discrimination are an excellent example of a modern concealable stigma. Previous research into the Jewish experience has been influenced by concerns about group survival and has not included specific investigation of the experience of the target of stigma in interaction with perpetrators. Using a qualitative life history methodology this research sheds light on the experience of minority group members with a concealable stigma. Jewish adults with diverse backgrounds were interviewed using a semi-structured life history approach. The first layer of analysis identified six overarching themes – unshakeable loyalty to Jewish identity; importance of belonging; living Jewishness in a way that is meaningful; concerns about visibility of Jewishness; concerns about personal and group vulnerability including references to the Holocaust; and everyday encounters with prejudice. These themes share commonalities with Fiske’s (2004) social needs expressed in a Jewish context. The second layer of analysis developed a model of an encounter with everyday prejudice. This model identifies the overriding importance of contextual influences on perceptions of an encounter in turn influencing the reaction and response. Following the example of Miller and Kaiser (Miller, 2006; 2001b), these encounters are seen as stressful events which can be understood using the framework of the stress and coping model (Lazarus & Folkman, 1984). The results show the subtle but important impact of everyday prejudice. As well as providing a means of understanding the experience of these individuals the results have implications for both therapeutic and psychoeducational interventions.

關於台灣40-70年代幼兒教育史的研究至今仍以鉅觀探究為主，然而此時期幼兒教育的發展，主要由少數學者推動、開拓而成，其「為何而為」、「如何實踐」尚待探究。 本研究以生命史研究取向，探究一位走過台灣40-70年代的幼兒教育工作者，透過其職業史，探究其職業生涯歷程與社會文化脈絡的關連性，作為瞭解台灣幼教在開拓時期的一個生命性路徑。另外，從生命史觀點，探求個體何以成為幼師，並在其時代背景做出與大多數人相悖的決定，從事幼教工作40年。 通過詮釋歷程，描繪其幼教專業實踐圖像「幼教專業的開拓與轉化」： 一、變動環境中的機緣，作為生命主體開拓的動力 二、幼教專業認同與拋光實踐 三、生命實踐的轉化與傳承 最後，給予未來在「幼師專業」、「幼教師培」及「課程與教學」研究議題上的一些建議。 關鍵字：幼兒教育史、生命史、教師專業實踐 / The researches about the history of early childhood education during 1950-1980 in Taiwan were mostly focus on macro-scope. While during the time, the development in early childhood education was opened up and promoted by a few scholars. It is needed to take more micro-scope view on “Why” and “How” they did it. This research applies life history method approach to study the pioneer of Taiwanese early childhood education in 1950-1980. By analyzing the material of her professional history, the connection of her vocation and social-cultural context is revealed, which is regarded as a life-roadmap for understanding the pioneering era of Taiwanese early childhood education. Moreover, life history method approach is also applied when discussed why individual became an early childhood educator and made decisions against mainstream—devoted oneself into early childhood education for more than 40 years. Through the interpretation, the profession practice map, “the pioneering and transformation of professional early childhood education,” of Mrs. Gao, Huai Sheng is depicted: 1.The opportunities in changing environment as the motivation of a subject. 2.The identity of early childhood education profession and its profession practice. 3.The transformation and passing down of the life practice. Finally, the paper gives some advises on the future research about “the early education profession “, “ teacher education” and “curriculum and teaching.” Key words: history of early childhood education、life history method、 teacher’s profession practice