青少年的飲食是天天都會面臨的活動，它除了可以滿足青少年的口腹之慾也表現出個人的獨特性生活品味，吃與不吃之間的選擇也是一種個人思考後的行動，青少年們是怎麼選擇？用什麼知識在選擇？本研究關注青少年的飲食習慣如何反映出個人的飲食認同，他們是如何獲取關於飲食的知識和信息？青少年如何對於飲食過程塑造出意義？一般少年和偏差行為青少年差異為何？通過對以上問題的探究，本研究希望能夠更深入地了解青少年的飲食經驗建構過程，從而找到解決現有問題的方法。更期望有助於提高青少年的健康水平，促進社會的健康和發展。

本研究運用質性研究整理出台北市青少年在飲食習慣上四個面向，青少年飲食社會化形成、青少年飲食食認同的劃界、青少年飲食歸屬感及偏差行為少年的飲食特性，這四個面向各別看見，青少年出身於家庭，成長於家庭，學習於校園，貢獻於社會，家庭對於青少年的飲食認同有重大的影響，包含飲食教育、飲食習慣的養成及飲食品味的建構都有直接的影響力也是青少年飲食社會化之初；學校的飲食教育，對於青少年的學習也是重要的地點，目前台灣的學校飲食教育以注重營養知識及食物的製作過程為主要課程設計，青少年可以從這些課程及參與瞭解什麼是健康飲食，他們帶著這些飲食知識、經驗和習慣與同儕互動產生連結，青少年吃什麼，為什麼吃、怎麼吃，透過這些飲食社會化的過程青少年會再製出自己的飲食認同及歸屬感。

針對研究結果提供五點建議：1、家庭能重視或增加一起在餐桌用餐的頻率，2、提供弱勢家庭青少年適切的輔導資源，3、學校能設立良好用餐環境，4、培養青少年自我照顧的能力，5、增強青少年媒體識讀的能力，期待政府教育政策及家庭對於青少年的飲食能有不同的觀貌，給予適切的照顧讓青少年在飲食社會化上能吃飽喝足，幫助青少年有更健全的發展。

This thesis focuses on the dietary habits of adolescents and their identities; in order to get in-depth of dietary habits of adolescents, by means of exploring how adolescents get the knowledge and information relevant to diet, how adolescents narrate his/her own interpretations of dietary habits? And how different dietary habits between adolescents and those with deviant behaviors.
Thus, the qualitative research design and methods are adopted in this thesis. Four dimensions regarding the dietary habits and adolescents are discussed, food socialization, diet related to self-identity, belongings, and dietary preferences particularly for adolescents with deviant behaviors. Family and school are two critical venues for adolescents to shape dietary habits and preferences. Specifically, adolescents are greatly impacted by the families in terms of diet education, habits and preferences, and also identity build-up and initiated socialization included. In schools, nutrition and food processing courses are provided in school, adolescents learn healthy diets. What adolescents have established either dietary habits, preferences or knowledge of healthy food, they all interact with others and influenced, and then build bonds of connection, identity and belongings by dietary habits.
According to findings, five suggestions are provided. Firstly, the family values upon or increases the frequencies of having meals together; Secondly, providing resources for adolescents in the disadvantage families. The third one is the school create great dining environments. And to develop adolescent’s self-care ability. Lastly, to strengthen the capacity of media literacy. Therefore, the educational policy and family provide perspectives of dietary habits and preferences, adequate care in terms of diets provisions, adolescents have more holistic development.