台灣高等教育擴張進程已有時日，迄今擁有大學文憑已十分普遍。在此發展脈絡下，大學畢業所能取得之初職地位是否隨之變化？本文以地位取得模型為基礎，探討家庭背景、教育成就以及初職社經地位之關聯有無世代差異。另外，根據相對位置觀點及隊列理論，比較絕對教育成就（是否擁有大學文憑）與相對教育位置（PSI分數，positional status index）兩種測量尺度在模型分析上的差別。本文使用「台灣社會變遷基本調查」2002年、2005年、2007年、2009年、2012年及2019年之年度調查資料，限定九年義務教育政策下之出生世代（1965年至1994年），依據不同高教變革階段區分三個世代（早期世代、中期世代和晚期世代）。另外，由於男女在教育成就與職業地位取得上有不同的發展進程，故按性別分析。

研究發現，以絕對尺度測量時，家庭社經背景對絕對教育成就之影響效果不隨世代降低，反之，中期世代女性受父親教育成就之影響增加。以相對尺度測量時，家庭社經背景對相對教育位置之影響效果在男性樣本中有降低的情形，父親職業地位對中期世代男性之影響減少。初職社經地位方面，當以絕對教育成就作為中介變項時，教育對初職地位之影響效果隨著世代降低；當以相對教育位置分析時，教育對初職地位之影響效果不隨世代變化。在高教擴張下，雖有文憑貶值現象，教育對初職地位的影響效果未有減少。整體平均教育水平的提升看似回應了社會普遍對教育的期待，然而學生追就教育所需投注的資源與時間越來越多，教育的職業回報卻沒有相應提升。雖不符合功利效益，卻為了防禦自身在社會上的社經地位，致使學生不得不提高教育水平的窘境。

As a result of educational expansion, it is prevalent to have a college degree in Taiwan these days. In this case, has the return to education changed accordingly? Based on the status attainment model, this study examines whether the associations of family background, educational achievement, and first-job status achievement differ across birth cohorts. According to the positional good perspective and queuing theory, we employed two measurements of education to examine the associations thereof: the absolute term (having a college degree) and the relative/ positional term (positional status index, PSI score). To cover individuals born between 1964 and 1994 with nine-year compulsory education, we used six waves of data from Taiwan Social Change Survey (TSCS) (2002, 2005, 2007, 2009, 2012, and 2019). The sample is divided into three birth cohorts by educational expansion stages. As the educational attainment and job status attainment trends differ between men and women, this study analyzed by sex.

Results show that the association between family background and educational attainment persists across cohorts when attainment is measured in absolute terms. Instead, it tends to increase in mid-cohort women, particularly with the intensified impact of fathers’ educational achievements. However, when attainment is measured in relative terms, the association decreases in mid-cohort men as the effect of fathers’ job statuses diminish. In terms of first-job attainment, when education is measured in absolute terms as a mediating variable, the association between education and first-job attainment decreases over cohorts; when it is measured in relative terms, the association persists. Despite the credential inflation in Taiwan, our findings show that educational expansion does not reduce the association between education and first-job attainment. The rise in average education level seems to have met the mass expectations for education. However, in an over-qualified labor market, the higher cost of educational investment has failed to improve returns to education correspondingly. Although not in line with utilitarianism, individuals raise their educational attainment as a 'defensive' measure to maintain their socioeconomic status.

目錄

摘要 i
目錄 iii
表目錄 iv
圖目錄 v
第一章 前言 1
第一節 研究動機 1
第二節 研究背景 2
第三節 研究目的 6
第二章 文獻回顧 8
第一節 教育是人力資本或是相對位置？ 8
第二節 教育成就的取得 15
第三節 職業地位的取得 18
第四節 教育的相對位置測量 21
第三章 研究方法 23
第一節 資料來源 23
第二節 研究架構 24
第三節 變項說明與操作 24
第四節 分析方法 28
第五節 研究限制 30
第四章 研究發現 33
第一節 描述統計 33
第二節 迴歸模型分析 37
第五章 結論與討論 51
第一節 結論 51
第二節 討論 53
參考文獻 55

參考文獻

王德睦（2014）。第十五章：人口。收錄於王振寰、瞿海源主編，社會學與台灣社會（四版），399-422。台北：巨流。
行政院主計處（2002）。近年勞動市場變化之研析（民91年7月）。2021年4月29日取自https://www.stat.gov.tw/ct.asp?xItem=41112&ctNode=516&mp=4
行政院主計處（2009）。98年青少年狀況調查統計結果綜合分析。2021年5月8日取自 https://www.stat.gov.tw/ct.asp?xItem=39937&ctNode=1857&mp=4
行政院主計處（2015）。104 年青少年狀況調查統計結果綜合分析。2021年5月8日取自 https://www.stat.gov.tw/ct.asp?xItem=39937&ctNode=1857&mp=4
行政院主計處（2021）。時間數列統計表：勞動力（按年齡分）。2021年5月20日取自https://www.stat.gov.tw/ct.asp?xItem=37135&ctNode=517&mp=4
李佩嬛、黃毅志（2012）。國際新職業社經地位量表在臺灣社會科學研究中的適用性： 以面訪成年民眾職業調查為例。臺灣社會學刊，49，207-239。
周祝瑛（2003）。伍、教改議題大會診。誰捉弄了臺灣教改？，133-209。臺北：心理。
林宗弘（2009）。臺灣的後工業化：階級結構的轉型與社會不平等，1992-2007。臺灣社會學刊，43，93-158。
張苙雲、廖培珊（2008）。台灣地區設會變遷基本調查計劃——第五期第三次調查計畫執行報告。臺北市：中央研究院社會學研究所。
教育部（2020）。中華民國教育統計：民國一〇八年。台北：教育部。
章英華、杜素豪、廖培珊（2013）。台灣地區設會變遷基本調查計劃——第六期第三次調查計畫執行報告。臺北市：中央研究院社會學研究所。
章英華、傅仰止（2003）。台灣地區設會變遷基本調查計劃——第四期第三次調查計劃執行報告。臺北市：中央研究院社會學研究所。
章英華、傅仰止（2006）。台灣地區設會變遷基本調查計劃——第五期第一次調查計畫執行報告。臺北市：中央研究院社會學研究所。
符碧真（2000）。教育擴張對入學機會均等影響之研究。教育研究集刊，44，201-223。
陳婉琪（2005）。族群、性別與階級：再探教育成就的省籍差異。台灣社會學，10， 1-40。
陳寬政、劉正（2004）。台灣的教育發展與教育流動結構流動的分析。人口學刊，29，71-94。
傅仰止、杜素豪（2010）。台灣地區設會變遷基本調查計劃——第五期第五次調查計畫執行報告。臺北市：中央研究院社會學研究所。
傅仰止、關秉寅、吳齊殷、廖培珊、謝淑惠（2020）。 台灣社會變遷基本調查計畫——第七期第五次調查計畫執行報告。臺北市：中央研究院社會學研究所。
彭莉惠、熊瑞梅、紀金山（2011）。臺灣高等教育擴張對職業成就的影響：世代、性別、性別化科系與初職社經地位的取得。台灣教育社會學研究，11(2)，47-85。
黃毅志（2003）。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。
黃毅志（2011）。台灣的教育分流、勞力市場階層結構與地位取得。台北：心理。
楊瑩（2008）。臺灣高等教育政策改革與發展。研習資訊，25(6)，21- 56。
蔡明璋（2014）。第十二章：經濟與工作。收錄於王振寰、瞿海源主編，社會學與台灣社會（四版），317-342。台北：巨流。
蔡婉樺（2017）。相對教育水準與薪資變動。國立臺北大學財政學系碩士論文，新北市。 取自https://hdl.handle.net/11296/mq6n2s
蔡淑鈴 （2004）。高等教育擴展對教育機會分配的影響。臺灣社會學，7，47-88。
戴伯芬、林宗弘、吳燕秋、陳思仁、林凱衡、揮塵子（2015）。高教崩壞： 市場化、官僚化、與少子女化的危機。新北：群學。
譚康榮（2014）。第九章：教育。收錄於王振寰、瞿海源主編，社會學與台灣社會（四版），239-264。台北：巨流。

Becker, G. S. (1993). Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education (3rd ed.). Chicago: University of Chicago Press.
Bernardi, F. & Ballarino, G. (2016). Education as The Great Equalizer: A Theoretical Framework. Education, Occupation and Social Origin: A Comparative Analysis of the Transmission of Socio-economic Inequalities (pp. 1-19). Cheltenham, UK: Edward Elgar Publishing.
Bills, D. B. (2016). Congested credentials: the material and positional economies of schooling. Research in Social Stratification and Mobility, 43, 65-70.
Blau, P. M. & Duncan, O. D. (2008[1967]). The Process of Stratification. In Grusky, D. (3rd ed.). Social Stratification: Class, Race, and gender in Sociological Perspective (pp. 486-497). Boulder, Colorado: Westview Press.
Bol, T. (2015). Has education become more positional? Educational expansion and labour market outcomes, 1985-2007. Acta Sociologica, 58(2), 105-120.
Boudon, R. (1974). Education, Opportunity and Social Inequality. New York: Wiley.
Brown, D. K. (2001). The social sources of educational credentialism: status cultures, labor markets, and organizations. Sociology of Education, 74, 19-34.
Bukodi, E., & Goldthorpe, J. H. (2015). Educational attainment—relative or absolute—as a mediator of intergenerational class mobility in Britain. Research in Social Stratification and Mobility, 43, 5-15. doi:10.1016/j.rssm.2015.01.003
Collins, R. (2011). Credential Inflation and the Future of Universities. Italian Journal of Sociology of Education, 3(2), 238-251.
Collins, R., Cottom, T., & Stevens, M. (2019). The Credential Society: An Historical Sociology of Education and Stratification. New York: Columbia University Press.
Davis, K. & Moore, W. E. (1945). Some principle of stratification. American sociological review, 10, 242-249.
Di Stasio, V., Bol, T., & Van de Werfhorst, H. G. (2016). What makes education positional? Institutions, overeducation and the competition for jobs. Research in Social Stratification and Mobility, 43, 53-63. doi:10.1016/j.rssm.2015.09.005
Fujihara, S. & Ishida, H. (2016). The absolute and relative values of education and the inequality of educational opportunity: trends in access to education in postwar Japan. Research in Social Stratification and Mobility, 43, 25-37.
Hannum, E., Ishida, H., Park, H., & Tam, T. (2019). Education in east Asian societies: postwar expansion and the evolution of inequality. Annual Review of Sociology, 45(1), 625-647. doi:10.1146/annurev-soc-073018-022507
Hirsch, F. (1976). Social limits to growth. Cambridge: Harvard University Press.
Horowitz, J. (2018). Relative education and the advantage of a college degree. American Sociological Review, 83(4), 771-801.
Ishida, H. (1998). Educational Credentials and Labour-Market Entry Outcomes in Japan. In Yossi Shavit and Walter Muller. From School to Work: A Comparative Study of Educational Qualifications and Occupational Destinations (pp. 287-310). Oxford: Clarendon Press.
Jao J. & McKeever, M. (2006). Ethnic inequalities and educational attainment in Taiwan. Sociology of Education, 79(2), 131-152.
Katrňák, T. & Doseděl, T. (2019). Is education becoming a weaker determinant of occupation? educational expansion and occupational returns to education in 30 European countries. Czech Sociological Review, 55(6), 821-851.
Lin, N., & Yauger, D. (1975). The process of occupational status achievement: a preliminary cross-national comparison. American Journal of Sociology, 81(3), 543-562.
Marini, M. M. (1984). Women’s educational attainment and the timing of entry into parenthood. American Sociological Review, 49(4), 491. doi:10.2307/2095464
Olneck, M.R. & Kim, K. (1989). High school completion and men's incomes: an apparent anomaly. Sociology of Education, 62(3), 193-207.
Ortiz, L. & Rodriquez-Menés, J. (2015). The positional value of education and its effect on general and technical fields of education: educational expansion and occupational returns to education in Spain. European Sociological Review, 32(2), 216-237. doi:10.1093/esr/jcv085
Parish, W. L., & Willis, R. J. (1993). Daughters, education, and family budgets Taiwan experiences. The Journal of Human Resources, 28(4), 863–898. https://doi.org/10.2307/146296
Rotman, A., Shavit, Y. & Shalev M. (2015). Nominal and positional perspectives on educational stratification in Israel. Research in Social Stratification and Mobility, 43, 17-24.
Salata, A. & Cheung, S.-Y. (2021). Positional education and intergenerational status transmission in Brazil. Research in social stratification and Mobility, 77. https///doi.org/10.1016/j.rssm.2021.100671
Shavit, Y. (2011). Another look at persistent inequality in Israeli education. Working Papers No. 27. Bologna, Italy: AlmaLaurea Inter-University Consortium.
Shavit, Y., & Park, H. (2016). Introduction to the special issue: education as a positional good. Research in Social Stratification and Mobility, 43, 1-3.
Spence, M. (1973). Job market signaling. The Quarterly Journal of Economics, 87(3), 355-374.
Tam, T. (2007). A paradoxical latent structure of educational inequality: cognitive ability and family background across diverse societies. In In RC28 Spring Meeting Brno, Czech Republic.
Tam, T. (2016). Academic achievement as status competition: intergenerational transmission of positional advantage among Taiwanese and American students. Chinese Journal of Sociology, 2(2), 171-193. doi:10.1177/2057150x16638600
Thurow, L. C. (1975). Generating Inequality: mechanisms of distribution in the U.S. economy. New York: Basic Books.
Treiman, D. J. (1970). Industrialization and Social Stratification. Sociological Inquiry, 40(2), 207-234. doi:10.1111/j.1475-682x.1970.tb01009.x
Triventi, M., Panichella, N., Ballarino, G., Barone, C., & Bernardi, F. (2016). Education as a positional good: implications for social inequalities in educational attainment in Italy. Research in Social Stratification and Mobility, 43, 39-52.
Tsai, S.-L. (1998). The Transition From School to Work in Taiwan. From School to Work: A Comparative Study of Educational Qualifications and Occupational Destinations (pp.443-470). Oxford: Clarendon.
Tsai, S.-L. & Shavit, Y. (2007). Taiwan Higher Education—Expansion and Equality of Educational Opportunity. In Shavit, Y., Arum, R., & Gamoran, A. Stratification in Higher Education: A Comparative Study (pp.140-164). California: Stanford University Press.
Tumin, M. (1953). Some principles of stratification: a critical analysis. American Sociological Review, 18, 378-394.
Ultee, W. C. (1980). Is education a positional good?: An empirical examination of alternative hypotheses on the connection between education and occupational level. The Netherlands journal of sociology, 16(2), 135-153.
Van de Werfhorst, H. G. (2011). Skills, positional good or social closure? The role of education across structural-institutional labor market settings. Journal of Education and Work, 24, 521-548.
Van de Werfhorst, H. G., & Andersen, R. (2005). Social background, credential inflation and educational strategies. Acta Sociologica, 48(4), 321-340. doi:10.1177/0001699305059945
Wolbers, M. H. J., de Graaf, P. M., & Ultee, W. C. (2001). Trends in the occupational returns to educational credentials in the Dutch labor market: changes in structures and in the association? Acta Sociologica, 44(1), 5-19. doi:10.1177/000169930104400102
Wright, E. O. (1982). Class Boundaries and Contradictory Class Locations. In Giddens, A. & Held, D. Classes, Power, and Conflict (pp.112-129). Berkeley: University of California Press.
Wright, E. O. & Perrone, L. (1977). Marxist class categories and income inequality. American Sociological Review, 42(1), 32-55.