台灣的主流親職論述在西方理念影響下，近二十年來衍生明顯轉 變。然而，不同階級位置的父母在近用文化資源時管道有所不均，不僅形塑他們教養方式的差異，也影響孩子在改革中教育體制裡的生命機會。透過對中產階級與勞工階級父母的深度訪談與家庭觀察，本文分析親職敘事與教養實作的階級差異。我贊同先前學者視教養為階級再生產機制的觀點，但反對將階級化約為給定的結構位置，或預設階級慣習的跨代延續。台灣個案凸顯了父母承自原生家庭的慣習可能透過反思而轉變，以及親職作為一個協商階級界線的社會場域。親職日常實作充滿了不確定與矛盾，包括教養腳本與親子互動之間的落差，以及家庭生活與學校期待之間的衝突。我也強調，中產階級與勞工階級父母都不是同質群體，在教養策略與實作上存在內部分歧。透過父母資本總量高低(含經濟、文化、社會與象徵資本) ，以及追求益品傾向(偏重競爭流動或自然發展)等兩條軸線，我建構出一個「親職場域」來分析做父母、同時也在做階級的劃界過程。

The dominant repertoire of childrearing in Taiwan has great1y transformed under Westem inf1uences over the last two decades. Parents of different class backgrounds, however, have uneven access to relevant cultural resources; this not only shapes their varied styles of childrearing but also impacts their children' s life chances in the changing educational environment. Through in-depth interviews and household observations, this paper compares middle-class and working-class parents in terms of their narratives of parenthood, parent-child interactive styles, and educational strategies. I criticize the literature on childrearing and class reproduction for reducing social class to dichotomous categories determined by economic structure; I also contest the assumption that class habitus continues across generations. The case of Taiwan shows that parents may change the habitus inherited from the family of origin through deliberate ref1ection and that parenting constitutes a social field of negotiating class boundaries. My research demonstrates ambiguities and contradictions in the everyday practice of parenting, including a gap between cultural scripts and parentchild interactions, and a clash betwe<;m family life and school expectation. Neither the middle class nor the working class is a homogenous group without intemal divides. Based on two coordinates-parents' volumes and composition of capitals (economic, cu1tural, social, and symbolic capitals) and their orientation toward the pursuit of“ goods" (prioritizing competitive mobility or natural development), I map a “ field of parenting" to analyze the process of boundary-making, in which parents are “ doing class" in everyday family life.