台灣高等教育在普及化的趨勢下，越來越多不同背景的學生入學，學校教育必須充實學生的校園經驗，提高其多元文化能力。本研究目的為探討原住民族與漢族大專學生校園經驗與其多元文化能力之關係。研究對象為台灣北部一所多元族群科技大學五專高年級學生，原住民族114 名與漢族350 名。統計分析方法包括t 檢定與徑路分析。研究結果發現，原住民族學生的課外活動參與及多元文化能力顯著高於漢族學生，而人際支持方面無顯著差異，徑路分析則顯示，族群身份對於課外活動參與及多元文化能力有顯著影響，人際支持與課外活動參與對於多元文化能力亦有顯著正向影響。歸納研究結果提出促進不同族群學生發展多元文化能力與進一步研究的建議。

The purpose of this study was to explore the relationships between campus experiences and multicultural competence for Han and aboriginal college students. The subjects of the research were 114 aboriginal and 350 Han students of a university of science and technology in northern Taiwan. The data collected were analyzed by t-test and path analysis. The findings are as following: aboriginal students’ co-curriculum activities and multicultural competence are higher than Han students’ and the social nvolvement has no significant differences between the two groups. The results of path analysis show that the direct influential effects of ethnicity on co-curriculum activities and multicultural competence are significant. Additionally, social involvement and co-curriculum activities have significant effects on multicultur competence. Finally, recommendations for practice and further research are presented.