壹、中文部分
中華人民共和國國家統計局（2011）。普通高等學校在校學生數。2014年3月30日，取自https：//goo.gl/xYAGSp。
王甫勤、時怡雯（2014）。家庭背景、教育期望與大學教育獲得—基於上海市調查數據的實證研究。社會，34（1），175-195。
仇立平、肖日葵（2011）。文化資本與社會地位獲得—基於上海市的實證研究。中國社會科學，6，121-135。
列寧（1918）。人民委員會關於俄羅斯聯邦高等學校招生問題的決定草案。2014年3月30日，取自https：//goo.gl/mMmNBt。
行政院主計總處（2010）。中華民國職業標準分類（第6次修訂）。2014年11月4日，取自https：//goo.gl/hUdSw2。
余民寧（2006）。潛在變項模式 SIMPLIS 的應用。臺北：高等教育文化事業有限公司。
李敦仁、余民寧（2005）。社經地位、手足數目、家庭學習資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5（2），1-47。
沈姍姍（2006）。貧窮與教育關係之探討：兼論我國相關之教育政策。教育研究與發展期刊，2（3），35-62。
周新富（2006）。家庭教育學：社會學取向。臺北：五南。
林大森（2002）。高中/高職的國立/私立分流對地位取得之影響。國立政治大學教育與心理研究，25，35-62。
林生傳（2000）。教育社會學。臺北：巨流。
邱皓政（2011）。結構方程模式： LISREL 的理論、技術與應用。臺北：雙葉書廊。
姜添輝（1997）。教育的功能：三個社會學派的觀點。花蓮師院學報，7，215-240。
姜添輝（2002）。資本社會中的社會流動與學校體系。臺北：高等教育。
孫青山、黃毅志 （1996）。補習教育、文化資本與教育取得。臺灣社會學刊，（19），95-139。
秦夢群（2004）。大學多元入學制度實施與改革之研究。教育政策論壇，7（2），59-84。
翁定軍、何麗（2007）。社會地位與階層意識的定量研究。上海市：人民出版社。
張芳全（2011）。家長教育程度、文化資本、自我抱負、學習興趣與數學成就之關係研究。臺中教育大學學報：教育類，25（1），29-56。
張苙雲（2008）。臺灣教育長期追蹤資料庫：臺灣教育長期追蹤資料庫：第三波（2005）高中職五專家長問卷資料（會員版）（C00175_D）【原始數據】。取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫https：//srda.sinica.edu.tw。
張鈿富、葉連祺、張奕華（2005）。大學多元入學方案對入學機會之影響。教育政策論壇，8（2），1-23。
教育部（2010）。大專校院學生單位培育成本。2014年11月7日取自https：//goo.gl/H51RCS。
教育部（2013）。各級教育學齡人口淨在學率。2014年3月13日，取自https：//goo.gl/dVXUU8。
教育部（2014a）。各級學校概況簡表（80-102學年度）。2014年3月13日，取自https：//goo.gl/zgzKS3。
教育部（2014b）。102學年度各級教育統計概況分析。2014年10月7日，取自https：//goo.gl/6ymzMH。
教育部（2016）。大專校院畢業生就業薪資巨量分析作業之過程與結果。2017年4月10日，取自https：//goo.gl/nHzzqh。
教育部（2017a）。教育統計指標之國際比較。2017年4月10日，取自https：//goo.gl/941Q9d。
教育部（2017b）。107年度中央政府總預算教育部單位預算。2017年4月10日取自https：//goo.gl/rqgNbZ。
教育部（2017c）。106學年大專校院新生註冊率變動分析。2017年4月10日取自https：//goo.gl/rVrruj。
教育部（2017d）。學雜費調幅及占平均每人國內生產毛額之比率。2018年5月16日取自https://goo.gl/YN8Zuv。
教育部（2017e）。高低所得家庭DI與ER支出倍數統計。2017年4月10日取自https：//goo.gl/Dp9DVL。
教育部（2017f）。大專校院弱勢學生助學計畫助學金成效。2017年4月10日取自https：//goo.gl/rj9wE2。
教育部（2017g）。105學年度大專校院校別學生數。2017年4月10日取自https：//goo.gl/41mTuR。
教育部（2017h）。大專校院學雜費減免情形。2017年4月10日取自https：//goo.gl/TxH2QA。
章英華、薛承泰、黃毅志（1996）。教育分流與社會經地位：兼論對技職教育改革的政策意涵。臺北市:。行政院教育改革審議委員會。
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，44，201-220。
許嘉猷（1986）。社會階層化與社會流動。臺北：三民。
陳建良（2002）。人力資本的跨代移轉—家庭背景對18-19歲子女教育成就的影響。暨南大學實證經濟研討會報告書，未出版。
彭森明（2005）。臺灣高等教育應如何進一步落實公平化的理念？教育研究月刊，137，5-15。
湯堯（2001）。學校經營管理策略。臺北：五南。
黃芳銘（2004）。社會科學統計方法學-結構方程式模型。臺北：五南。
黃毅志（1998）。教育與社會階層化。載於陳逵喜（主編），現代教育社會學（335-354頁）。臺北：師大書苑。
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：社會殼教育社會學研究本土化。教育研究集刊，19（4），1-31。
黃毅志（2005）。教育研究中的「職業調查封閉式問卷」之信效度分析。師大教育研究集刊，51（4），43-71。
黃毅志（2008）。如何精確測量職業地位？「改良版臺灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報，19（1），151-160。
黃毅志（2011）。臺灣的教育分流、勞力市場階層結構與地位取得。臺北：心理出版社。
楊朝祥（2007）。中美技職教育發展之比較與展望。財團法人國家政策研究基金會國政研究報告，未出版。
楊淑萍、林煥祥（2010）。由家庭經濟資源及文化資源探討我國學生在 PISA科學、數學素養的表現。科學教育學刊，18（6），547-562。
蓋浙生（1993）。教育經濟與計畫。臺北：五南。
蕭仲廷、黃毅志（2015）。台灣國三生原漢族群與其他出身背景透過社會資本、文化資本、財務資本對學業成就之影響。教育研究學報， 49（1），29-53。
潘澤泉、韓彥超（2015）。社會經濟地位的代際傳遞效應與不平等再生產-基於CGSS2011的數據分析。中南大學學報：社會科學版，21（3），152-157。
蔡貞慧、周潁政（2002）。父母所得對子女接受高等教育的影響。中央研究院中山人文科學研究所第三屆家庭與社會資源分配學術研討會論文集，中央研究院。
蔡淑鈴（2004）。高等教育的擴展對教育機會分配的影響。臺灣社會學，7，47-88。
蔡瑞明、林大森（2000）。教育與勞力市場的連結：以臺灣的教育分流為例。載於劉兆佳（主編），市場，階級與政治：變遷中的華人社會（143-190頁）。香港：中文大學香港亞太研究所。
駱明慶（2002）。誰是臺大學生?性別，省籍與城鄉差異，經濟論文叢刊，30（1），113-147。
薛承泰（1996）。影響國初中後教育分流的實證分析：性別、省籍、與家庭背景的差異。臺灣社會學刊，20，49-84。
薛承泰（2004）。臺灣近五十年的人口變遷與教育發展─兼論教改的方向。人口結構變化對高等及技職教育的影響及因應對策研討會會議手冊，銘傳大學。
謝周亮（2010）。家庭背景、人力資本與個人收入差異。財經科學，2010（5），70-76。
關秉寅（2018）。臺灣教育長期追蹤資料庫後續調查：教育與勞力市場的連結-2005/2007年高中職五專學生核心樣本2013年調查（E10259_1）【原始數據】。取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。
蘇國賢（2009）。階級與階層。載於瞿海源、王振寰（主編），社會學與臺灣社會（103-128頁）。臺北：巨流。
吳佳綺（譯）（2012）。進入社會與社會學理論的世界：古典時期社會學理論（原作者: K. Allan）。臺北：韋伯文化。（原著出版年：2012）
吳國淳（譯）（1996）。家庭環境與學校學習（原作者：T. Kellaghan, K. Sloane, B. Alvarez, & B. S. Bloom）。臺北：五南。（原著出版年：1993）
柯勝文（譯）（2000）。權力與社會─社會科學導論（原作者：R. D. Thomas）。臺北：桂冠圖書公司。（原著出版年：1996）
喬錦忠、楚紅麗（譯）（2008）。校本管理：分析與實踐（原作者：R. Levačić）。北京：北京師範大學出版社。（原著出版年：1995）
渠東（譯）（2006）。社會分工論（原作者：E. Durkheim）。臺北：左岸文化。（原著出版年：1893）
黃克先（譯）（2009）。泰利的街角（原作者：E. Liebow）。臺北：群學。（原著出版年：1967）
董旭英、黃儀娟（譯）（2000）。次級資料研究法（原作者：M.A. Kamins & D.W. Stewart）。臺北：弘智。（原著出版年：1993）
薛伯英主（譯）（1991）。教育投資分析（原作者：G. Psacharopolos & M. Woodhall）。臺北：五南。（原著出版年：1985）
謝宗林、李華夏（譯）（2000）。國富論（原作者：A. Smith）。臺北：先覺。（原著出版年：1776）


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