臺灣於1998年通過《原住民族教育法》，並在世界多元文化教育潮流下，原住民族教育開始受到重視與關心。然而，目前原住民族教育相關的研究多偏重於中小學，且研究方向多與「弱勢」符號掛鉤，缺乏關於原住民高等人才分布、科系選擇因素等相關的研究。本研究以教育部96～105學年度10年間大專校院概況統計資料及原住民學生概況統計進行分析，瞭解大專以上原住民學生近10年各學門人數分布和變化。本研究發現10年來原住民大專校院學生人數逐年上升；以就讀學門而言，原住民學生與一般學生於熱門科系的選擇相似；若探討各學門原住民學生占全體學生的比例，則較高的學門包含有社會服務、民生、醫藥衛生及教育學門；而原住民學生人數比例偏少的學門則為自然科學、數學及統計、生命科學、工程等，由研究結果可見，原住民族高等教育人才有領域分布不均的現象，尤以數理、科學人才最為缺乏。目前已有相關升學保障政策及經濟補助措施，提升原住民學生大專校院入學率，本研究建議政府應多加重視人才不均的問題，並研擬相關策略、投入資源等，以利均衡各學門間的發展，培養多元方向之原住民人才；此外，原住民族高等教育的人才培育不僅需具備專業能力，更應厚植文化內涵。

With the passage of the Education Act for Indigenous Peoples in 1988 in Taiwan and the growing interest in multicultural education around the world, indigenous education has been receiving increasing attention and concern. However, most of the studies examining indigenous education only focus on junior high schools and elementary schools. Much of this research tends to concern the lack of educational opportunities open to indigenous populations. Little research exists about the distribution of indigenous students in higher education or relating to the factors which influence indigenous students to choose the disciplines. This study analyzed statistical data collected by the Ministry of Education in Taiwan which recorded the number of indigenous students attending colleges and universities from 2007 to 2016, and observed the changes in the distribution of the number of indigenous students in various academic disciplines over a 10 year span. This study found the number of indigenous students attending colleges and universities kept increasing; both indigenous students and general students chose to focus their studies on the same kinds of popular academic disciplines. The disciplines most frequently chosen by indigenous students included social services, personal services, health and teacher training and education science; while natural sciences, mathematics and statistics, life science and engineering and the engineering trades were the least likely to be selected. The results show the distribution of indigenous students in higher education is uneven in various academic fields, especially in mathematics and science. At present the government of Taiwan implements affirmative action of indigenous education and provides economic subsidies to promote the admission rate of indigenous students into higher education. This study suggests that in addition to these overall policies more attention should be paid to improving the distribution of indigenous students across the disciplines, and to support the development of indigenous professionals in different fields.