針對正當性備受爭議的原住民升學優待或保障議題，本文嘗試從原住民族權利內涵之發展，以及本土與美國社會相關議題之演進，建構ー套以原住民族自決權為基礎的族群發展導向積極賦權行動理論。在此理論詮釋下，升學優待已非單純的個人權利問題，而被賦予了集體權利性質。亦即該政策正當性，主要係基於培育民族發展人才藉以實踐原住民族自決權此一理由。在此理論觀照下的升學優待政策，較有可能避免以往單純就個人權利思維所衍生難以解決的諸多爭議。當然，基於其為民族自決的一個環節，勢必要求政策受益者展現一定的族群認同與責任，其政策設計方向也要有相應之變革。

Based on the development of indigenous rights and social context in Taiwan and US, a new theory about affirmative action for indigenous development could be constructed. In this new theory, because the preferential admission policy is one part of indigenous self-determination, it is primarily a policy implementing collective rights of indigenous peoples. The policy based on this new theory could resolve traditional disputes focus only on the perspective of individual right. Of course, in order to fulfill the aim of self-determination, the new preferential policy will require indigenous applicants showing their group identity and obligation to indigenous peoples.