引用
補習教育、文化資本與教育取得
Shadow Education, Cultural Capital and Educational Attainment
作者：孫青山（Ching-Shan Sun）、黃毅志（Yih-Jyh Hwang） | 首次發表於 2020-07-29 | 第 19 期 March 1996
DOI：https://dx.doi.org/10.6786/TJS.199603.0095
DOI：https://dx.doi.org/10.6786/TJS.199603.0095
論文資訊 | Article information
摘要 Abstract
本文運用1992年「台灣地區社會變遷基本調查社會階層資料」，以探究背景因素與教育取得的關聯性之因果機制。研究發現顯示，在台灣地區，家庭背景因素對於教育之影響主要透過下列三個中介變項：1.接受補習教育之份量；2.是否唸書時要為家裡賺錢或做工；3.家庭讀書環境，這反映在父母對子女教育之激勵，與教育物資之提供上；這三個變項，可用Teachman的教育資源之概念來涵蓋。然而深具理論意涵的文化資本對教育之影響，卻不是很明顯，這可能是台灣的升學篩選過程，如聯考制度，多以成績的高低為標準，而且成績的評定又多能合乎公平原則，文化資本較高，不易發揮作用所所致。
關鍵字：補習教育、文化資本、教育取得、教育資源、升學階梯機率
關鍵字：補習教育、文化資本、教育取得、教育資源、升學階梯機率
Using the data of Social Change Survey in Taiwan 1992, this paper explores the related causal mechanism of the social economic background on the educational attainment. Our exploration interprets the effects of the social economic background on the educational attainment in Taiwan particularly mediated by the educational resources in which one possessed: the amount of shadow education received, working or making money for the family during studying in school, and the family's studying environment which is reflected by the parent's encouragement and/or educational related material support. Those three variables can be conceptualized as the educational resources using by Teachman. Although the concept of cultural capital has theoretical implication, its effect on the educational attainment in this study has not been obviously. It is probably due to the system of united entrance examination in the school continuation process on Taiwan relies only upon the testing grade for the accepting of the qualifying student and which is fairly evaluated. For that reason, the effect of the cultural capital on the school continuation probability is not found.
Keywords: Educational attainment, Educational resources, Shadow education, Cultural capital, Education continuation probability
Keywords: Educational attainment, Educational resources, Shadow education, Cultural capital, Education continuation probability
