文化資本的代間傳遞與轉換對國中學生教育成就的影響

謝志龍; 莊致嘉

doi:10.6209/JORIES.2016.61(3).06

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P163 - 195

Social Sciences > Education

DOI： 10.6209/JORIES

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文化資本的代間傳遞與轉換對國中學生教育成就的影響

Effects of Intergenerational Transfer and Conversion of Cultural Capital on the Educational Achievements of Junior High School Students

謝志龍(Chih-Lung Hsieh) ；莊致嘉(Chih-Chia Chuang)

教育科學研究期刊； 61卷3期 (2016 / 09 / 01) ， P163 - 195

繁體中文 DOI： 10.6209/JORIES.2016.61(3).06

文化再製；文化資本；社會階級；教育成就； culture capital ； cultural reproduction ； educational achievement ； social class

Abstract │ Reference (45) │ Altmetrics

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Most studies on cultural capital have analyzed only the academic achievements or further schooling of participants. However, these analyses have failed to provide convincing evidence elucidating the role of cultural capital in education. This study argued that the process of parent-to-progeny transfers of cultural capital must be clarified before the effects of cultural capital on the educational achievements of children can be determined. Data on junior high school students, parents, and teachers released in the Taiwan Education Panel Survey were adopted for analysis. This study determined that parents can transfer cultural capital (and converted economic capital) to their children, which is then reflected in the goodwill of their children toward high culture. Bourdieu's concept of cultural reproduction was used to explain the conditions of cultural reproduction in Taiwan. However, the cultural goodwill of children negatively influenced their comprehensive ability scores and evaluations of them conducted by teachers; furthermore, cultural goodwill did not significantly affect the entrance of these students into academic senior high schools. These results might stem from an overemphasis on intellectual performance in the Taiwanese educational system, in which the demonstration of cultural goodwill by children frequently diverts their attention and reduces the amount of time they spend in the pursuit of high intellectual performance. This study concludes that the unique educational environment in Taiwan has limited the effects of the internalized cultural capital of children on their academic achievements.

Reference ( 45 ) 〈TOP〉

李文益、黃毅志（2004）。文化資本、社會資本與學生成就的關聯性之研究：以台東師院為例。臺東大學教育學報，15（2），23-58。【Lee, W.-I., & Hwang, Y.-J. (2004). The study on relationship among cultural capital, social capital and students’ achievement: An example of National Taitung Teachers College. NTTU Educational Research Journal, 15(2), 23-58.】
連結：
李佩嬛、黃毅志（2011）。原漢族群、家庭背景與高中職入學考試基測成績、教育分流：以臺東縣為例。教育科學研究期刊，56（1），193-226。【Lee, P.-H., & Hwang, Y.-J. (2011). Aboriginals and Hans, family background and their relationship with the basic competence test, and educational tracking: A study in Taitung. Journal of Research in Education Sciences, 56(1), 193-226.】
連結：
宋曜廷、周業太、曾芬蘭（2014）。十二年國民基本教育的入學考試與評量變革。教育科學研究期刊，59（1），1-32。【Sung, Y.-T., Chou, Y.-T., & Tseng, F.-L. (2014). Standards-based assessments for 12-year basic education in Taiwan. Journal of Research in Education Sciences, 59(1), 1-32.】
連結：
巫有鎰（1999）。影響國小學生學業成就的因果機制：以臺北市和臺東縣作比較。教育研究集刊，43，213-242。【Wu, Y.-I. (1999). Mechanism affecting elementary school students’ achievement: A comparison between Taitung county and Taipei municipality. Bulletin of Educational Research, 43, 213-242.】
連結：
林宗弘（2009）。台灣的後工業化：階級結構的轉型與社會不平等，1992-2007。臺灣社會學刊，43，93-158。【Lin, T.-H. (2009). Post-industrializing Taiwan: Changing class structure and social inequality, 1992-2007. Taiwanese Journal of Sociology, 43, 93-158.】
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