On Studying Interethnic Communication between the Hakka and Other Ethnic Groups in Taiwan

4.5. Institutional Equity/Inequity

According to Kim (2005), institutional inequity could be traced to the history of subjugation 

of one ethnic group by another in various forms. And this environmental factor will influence the 

associative/dissociative behaviors of the Hakka respondents. In Taiwan, the Ho Lok has always 

been the major and dominant ethnic group. Some Hakka respondents stated that even though 

they tend not to associate with the Ho Lok, they are capable of speaking Ho Lok language in 

order to mingle with Ho Lok co-workers and friends, or for the purpose of doing business with 

the Ho Lok. The followings are respondents’ responses with regards to their experiences about 

institutional equality/inequality (see Appendix for interview protocol). The capital letters stand 

for the respondents’ identities (see Table 2). 

G&S:  The old Ho Lok people (especially males from the southern Taiwan) used to 

look down at us (Hakka), and they don’t care to learn our Hakka language. We (Hakka) 

learn to speak Ho Lok language so we don’t have to reveal our Hakka identity. 

H:  I tend not to make friends with Ho Lok people in my job because many Ho Lok co-

workers like to bully Hakka co-workers. And many Waishengens are just fence-sitters.    

Q:  The older generation of the Hakka doesn’t like to associate with the Ho Lok because 

they don’t like Ho Lok’s sense of superiority.   

I:  In my view, the Hakka are willing to accept and embrace the other ethnic groups 

by learning their languages (especially Ho Lok language). We want to mingle with the 

other ethnic groups in the working environment and living environment.   

F:  In order to do business with the Ho Lok, many Hakka speak fluent Ho Lok language.

C:  Waishengens are enemies to my grandparents while they were Taiwan’s dominant 

ruling party.   

A:  I just don’t think it is fair that the Indigenous students can have the privilege to enter 

better universities by adding 30% of their original points on the entrance examination 

according to the laws.