文化資本對子女學校適應之影響：新北市建國國小新住民家庭個案

本研究使用質性研究方法，以新北市建國國小新住民家庭為研究對象，共訪談了 20 位新住民子女、12 位新住民母親、及 11 位級任導師，從新住民家庭的具身化資本、客觀化資本、以及制度化資本切入，用以了解其對新住民子女在學校的同儕互動、師生關係以及學習表現上的影響。研究結果發現，新住民家庭的客觀化資本偏重在 3C 產品及網路設備的使用，圖書設備和書桌、書房的設置則不重視。具身化資本則因新住民母親語文資本偏弱，無法指導課業、也無法進行親子共讀，家庭的文化參與也因家長工作繁忙，無暇顧及；若父親能參與課業指導，則子女在學習表現上較好。制度化資本中，母親學歷多為國中，父親則多為高中，證照不多，待建立。新住民子女在師生關係上良好，級任老師和學校特別給予課業輔導及社團參與的機會。同儕互動則不分年級均適應良好，沒有被排擠或被霸凌的現象。學業也因新住民母親對子女學習採民主開明的方式，因此表現偏弱。親師溝通也較疏離，新住民家長鮮少與級任導師聯繫、也甚少參與學校活動。新住民家庭可善用政府公共財，而級任導師落實家庭訪問，促進親師互動，並在資訊教育中加強學習資源的搜尋，或能協助提升新住民家庭的文化資本。

關鍵字

新住民家庭；新住民子女；文化資本；學校適應；學習表現

並列摘要

This thesis is a qualitative research on cases of immigrant families in Jianguo elementary school of New Taipei City. In this thesis, I study the peer interactions, teacher-student relationships, and academic performances of immigrant children from the perspectives of embodied, objectified and institutionalized cultural capital. I collect and analyze data after interviewing with 20 immigrant children, 12 immigrant mothers and 11 classroom teachers. According to my research, I find that the objectified cultural capital of immigrant families mostly emphasizes the investments in the use of 3c products and internet appliances; while families place less importance on stationaries, desks and the study rooms. As for the embodied cultural capital, the immigrant parents are incompetent of either providing instructions on their children’s school work or assisting their children with reading books,due to the parents’ weak language capital. Also, families’ cultural participation is less prioritized due to the parents’ busy work lives. If the father could take part in instructing on the children’s school work, the immigrant children could perform better in school. As for institutionalized cultural capital, the majority of immigrant mothers only have junior high school diplomas; while the majority of fathers hold senior high school diplomas with few occupational licenses. Their professional competence has yet to be strengthened. Firstly, relationships between immigrant children and their teachers are excellent. Extracurricular guidance and opportunities of club participation are especially provided to the immigrant children by their classroom teachers and schools. Secondly, in all grades the immigrant children maintain good relationships with their peers. No visble signs of exclusion or bulling are detected. Meaning they could easily intergrate themselves with their classmates. However, they have slightly poorer academic performances, because the immigrant mothers generally hold a liberal attitude towards their children’s education. In addition, the communications between teachers and immigrant parents are weak, due to the fact that the parents seldom contact the classroom teachers and rarely partake in school activities. In conclusion, immigrant families can make good use of the public goods. Additionally, classroom teachers should carry out visiting home effectively in order to develop and strengthen the relationships between teachers and parents. Most importantly, the school should put academic resources as a focus by educating students how to find out and operate them , and it can assist immigrant families to enhance their cultural capital.