大學入學甄試影響教育機會均等之分析

本研究主要探討台灣在歷經教育改革之後，大學多元入學的甄試招生是如何影響學生的教育機會，過去的許多文獻皆以學生的家庭背景來探討文化資本對於入學機會的影響，而忽略了大學甄試時老師的影響因素，老師在面試時的篩選標準也會影響學生的入學機會。本文嘗試以老師的角度來探討文化資本在甄試過程中的影響，研究對象方面以立意取樣的方式訪談南部某國立大學社科院的老師共六位，以了解文化資本在甄試過程中的影響。研究結果發現，老師在甄試時都會將焦點傾向文化資本較高的學生，文化資本較高的學生在內含文化、具體文化和制度文化方面的表現都比較能切中老師心理所想要的學生特質，進而獲取較高的入學機會。在這方面研究者建議學校可以採取名額比例分配的方式，讓不管來自鄉村或都市的學生都有入學的機會，第二是建議學校可以將甄試資料制式化，讓所有的學生都有固定格式可以參照，而不需要自訂太華麗的資料內容。

關鍵字

文化資本；教育機會均等；教育改革；甄試入學

並列摘要

This study mainly investigates how the enrollment of college entrance exams affects the educational opportunities of students after the educational reform in Taiwan. However, previous research has primarily focus on the impact of cultural capital on school enrollment opportunities based on students' family background and rarely on factors of teachers' influence in the screening test. The teacher's criteria for screening in the interview will also affect the students' admission opportunities. This article attempts to discuss the impact of cultural capital in the process of the examination from the perspective of the teacher. By ways of interviews through purposive sampling, six teachers from the social science academy of a certain national university in the southern Taiwan expressed their views about their experience for understanding the cultural capital in the course of the examination. Results of this study revealed that the teachers tend to focus on the students with higher cultural capital. Students with higher cultural capital are more likely to measure up to the teachers' expectation and then can have more opportunities on admission. Based on these finding, this paper suggests that schools can adopt a regional quota allocation approach that allows students from rural or urban areas to have access to school. Secondly, school can apply shared standard form for admissions, so that all students don't have to provide abundant paperwork.