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題名:結構與行動之間:從國中生的文憑意象看階級的教育作用
作者:林郡雯 引用關係
校院名稱:國立臺灣師範大學
系所名稱:教育學系
指導教授:張建成
學位類別:博士
出版日期:2008
主題關鍵詞:結構與行動文憑意象社會階級認知路徑
原始連結:連回原系統網址new window
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結構與行動之間:從國中生的文憑意象看階級的教育作用
摘要
結構、行動的問題對於教育社會學,至為重要,如教育研究者不知二者之關係,恐難釐清教育之體用。在這個問題上,A. Giddens的結構行動論、P. Bourdieu的習性論與M. Archer的型態生成說,頗有建樹。本研究以三人之學說為理論架構,分析國中生的文憑意象,著眼階級的教育作用。
  研究者擇定一國中七年級班級,進行田野工作,自2006年11月至2008年2月,共15個月觀察、訪談,間有問卷、文件分析,並試圖以研究與理論對話,主要的發現如下:
壹、 從研究回饋理論:
一、 由於媒體的傳播,主體對結構的認識力提高。
二、 主體對結構的認識是一回事,對它的評價則受階級、性別等因素影響。
三、 即便主體的認識力提高,能動力仍因社會階級有別。
四、 主體的行動多在複製結構。
貳、 由理論解釋發現:
一、 關於外邊社會,學生的文憑意象趨同,包括文憑膨脹、貶值、教育階層化與職業階層化符應、資本之間轉兌、修正等等,學生皆有所知。
二、 回到本身,學生的文憑意象產生差異,大致可分為五個類屬:(一)有文憑=好工作/有文憑=有工作。(二)沒文憑≠沒工作/有文憑≠沒工作。(三)好文憑=好名聲。(四)文憑=嫁妝。(五)不知文憑價值。
三、 文憑意象之所以差異,是受階級、性別、成績三者影響。
四、 從文憑意象的同與異之間,可以看到不同階級的認知路徑。中產階級強調擁有、期許自己、為自己,非中產階級從匱乏、警惕自己、為父母出發。某些中產階級學生不知文憑價值,是因為沒必要知道,非中產階級學生則是因為知道也沒有用。
五、 認知路徑也有性別差異。大抵,女生愛面子,男生要工作,而中產階級女生視文憑為成就,非中產階級女生把它當作嫁妝。
六、 認知路徑也受成績影響。成績不好的學生,有的是不想要文憑,有的是要不起。而中產階級,無論成績好壞,都相信文憑有用,非中產階級若成績不好,則容易懷疑文憑價值。
七、 綜合上述,階級的作用不只貫穿性別、成績,更深化為主體看待事物的方式。
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